期刊名称：International Journal for the Scholarship of Teaching and Learning
印刷版ISSN：1931-4744
出版年度：2016
卷号：10
期号：2
页码：12
出版社：Georgia Southern University
摘要：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.
