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Download full textMeyer, Xenia S.; Capps, Daniel K.; Crawford, Barbara A.; Ross, Robert – Journal of Geoscience Education, 2012
Traditional school science instruction has been largely unsuccessful in reaching diverse student groups and students from, in particular, underrepresented backgrounds. This paper presents a case study of an urban, dual-language middle school classroom in which the teacher used an alternative instructional approach, involving her students in an…
Descriptors: Geology, Scientific Principles, Minority Group Students, Urban Schools
