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ERIC Number: EJ1134760
Record Type: Journal
Publication Date: 2016-Jul
Pages: 12
Abstractor: As Provided
ISSN: EISSN-1931-4744
Becoming a Scientist: Using First-Year Undergraduate Science Courses to Promote Identification with Science Disciplines
Ruff, Chloe; Jones, Brett D.
International Journal for the Scholarship of Teaching and Learning, v10 n2 Article 12 Jul 2016
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.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A