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Peer reviewedWandersee, James H.; Griffard, Phyllis Baudoin – International Journal of Science Education, 1999
Reports on a case study of meaningful science learning in two African-American female high school students. Finds that complex cultural factors that permit cognitive passivity, confidence-without-competence, and attention to behavior over learning contribute to cognitive disengagement and ultimately to the blocking of intentional, meaningful…
Descriptors: Biology, Black Students, Case Studies, Cultural Influences
