Exploring pedagogical possibilities for transformative approaches to academic literacies in undergraduate Physics

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dc.contributor.authorConana, Honjiswa
dc.contributor.authorMarshall, Delia
dc.contributor.authorCase, Jennifer M.
dc.date.accessioned2017-07-21T14:06:21Z
dc.date.available2017-07-21T14:06:21Z
dc.date.issued2016
dc.description.abstractHow can research on academic literacies throw light on the challenge to widen access to undergraduate science studies? This article explores what an academic literacies approach might mean in the context of undergraduate physics. The study examines the pedagogical practices and student learning in two undergraduate Physics courses, a mainstream and an extended course, with a particular focus on the disciplinary practice of problem-solving. Concepts from the sociology of knowledge, specifically Legitimation Code Theory, offer a useful analytical framework for characterising the movement between abstract principles and concrete contexts in problem-solving and understanding how meaning is encapsulated in the dense representations of physics. The study shows that with more time and careful pedagogical attention, the extended course was able to make more explicit the literacy practices and epistemological functioning of the discipline. The study found that the extended course adopted a more explicitly normative approach to academic literacy, i.e., inducting students into the disciplinary knowledge and norms of the discipline, but elements of a transformative approach were also evident, i.e., opening up opportunities for these norms to be critiqued and contested.en_US
dc.identifier.citationConana, H. et al. (2016). Exploring pedagogical possibilities for transformative approaches to academic literacies in undergraduate Physics. CriSTaL, 4(2): 28-44en_US
dc.identifier.issn2310-7103
dc.identifier.urihttp://hdl.handle.net/10566/3093
dc.identifier.urihttp://dx.doi.org/10.14426/cristal.v4i2.73
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherUniversity of the Western Capeen_US
dc.rightsAuthors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License, that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
dc.status.ispeerreviewedTRUE
dc.subjectAcademic literaciesen_US
dc.subjectPhysicsen_US
dc.subjectProblem-solvingen_US
dc.subjectDisciplinary discourseen_US
dc.subjectLegitimation Code Theoryen_US
dc.subjectSemantic wavesen_US
dc.titleExploring pedagogical possibilities for transformative approaches to academic literacies in undergraduate Physicsen_US
dc.typeArticleen_US

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