In this qualitative study, we examined how two professors (a physicist and biochemist) of first year college students perceived their students’ development of identification in biochemistry or physics and how they actively supported this development. The professors described students who entered college with different levels of domain identification and different expectations for their college science experience depending upon whether they were in a biochemistry or physics major. Although neither professor was familiar with research related to the concept of domain identification, their beliefs about their students’ identification and academic support strategies generally aligned with the Osborne and Jones (2011) model of academic identification.
This is the publisher's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution.
Ruff, Chloe and Brett D. Jones. "Becoming a Scientist: Using First-Year Undergraduate Science Courses to Promote Identification with Science Disciplines." International Journal for the Scholarship of Teaching and Learning 10, no. 12 (2016).
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Original version available from the publisher at: http://digitalcommons.georgiasouthern.edu/ij-sotl/vol10/iss2/12/