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Becoming A Scientist: Using First-Year Undergraduate Science Courses To Promote Identification With Science Disciplines, Chloe Ruff, Brett D. Jones
Becoming A Scientist: Using First-Year Undergraduate Science Courses To Promote Identification With Science Disciplines, Chloe Ruff, Brett D. Jones
Education Faculty Publications
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 …
Finding Relevance, Competence, And Enjoyment: The Development Of Domain Identification And Interest In First-Year Science Majors, Chloe Ruff
Education Faculty Publications
The purpose of this qualitative study was to examine how first-year college students perceive their development of domain identification with, and interest in, their prospective science major during their initial year of college. Four themes emerged from the coding and analysis of interviews with eight first-year science students: Self-Definition in Flux, Feeling Competent, Expressing Interest through Enjoyment, and Relevant to Me. These themes were mainly consistent with the current model of domain identification (Osborne & Jones, 2011) but differ from the current model of interest development (Hidi & Renninger, 2006). Theoretical and practical implications are included for faculty and advisors …
Making The Invisible, Visible: Rti And Reading Comprehension, Jonathan Hart, Divonna M. Stebick
Making The Invisible, Visible: Rti And Reading Comprehension, Jonathan Hart, Divonna M. Stebick
Education Faculty Publications
For the better part of a century the educational community has had increased focus on the importance of reading. The publication of Why Johnny Can't Read and What You Can Do About It (Flesch, 1955) began the surge of effort to better understand the cognitive process of reading to further examine how educators can help children become better readers. Since this 1950's publication, reading research grew and philosophies developed and subsequently changed. However, one thing remained the same: understanding what we read is critically important to becoming a critical thinker. Thus, reading comprehension research continued to boom and the educational …