Building knowledge in different fields using LCT-Semantics: an exploration of two cases

Herein we describe the use of the dimension of Semantics from Legitimation Code Theory in two cases from two different higher education contexts: teacher education, where variation in semantic gravity is easily applied, and chemistry, where variation in semantic density is more accessible. By comparing these two cases, the challenge to successfully scaffolding knowledge building in chemistry is revealed. This provides a case study to show the way in which having a common theoretical lens can afford new insight from a completely different
field. The complexity and power of using Semantics in both teaching and assessments is exhibited, making the use of the theory more accessible to educators from any field. Whilst the study is focused on chemistry education the implications for knowledge practice are widely applicable.