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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ586720
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0950-0693
Challenges to Meaningful Learning in African-American Females at an Urban Science High School.
Wandersee, James H.; Griffard, Phyllis Baudoin
International Journal of Science Education, v21 n6 p611-32 Jul 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 learning and metacognitive awareness. (Author/WRM)
Descriptors: Biology, Black Students, Case Studies, Cultural Influences, Females, Hidden Curriculum, High Schools, Incidental Learning, Learning Strategies, Science Interests, Scientific Concepts, Self Concept, Student Motivation
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: African Americans; Cloning; Cognitive Engagement; Meaningful Learning