Promoting high school students’ physics identity through explicit and implicit recognition
This study is focused on student recognition beliefs as related to a role identity development. More specifically, using the theoretical framework of physics identity and emotional scaffolding, we investigate the impact of two types of recognizing strategies, i.e., explicit (ER) and implicit recogni...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
American Physical Society
2018-09-01
|
| Series: | Physical Review Physics Education Research |
| Online Access: | http://doi.org/10.1103/PhysRevPhysEducRes.14.020111 |