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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
Peer reviewedThompson, Cathy L. – School Science and Mathematics, 1989
Discusses the advantages of using discrepant events in elementary school science classrooms in terms of motivation and problem solving skills. Describes the materials, procedures, and reasons behind five discrepant activities. (YP)
Descriptors: Cognitive Development, Cognitive Structures, Elementary School Science, Laboratory Experiments
