This qualitative study explores 10 African-American female students' in two environmental science classrooms at a midwestern suburban high school. It will use discourse analysis as a way to understand the various characteristics of scientific argumentation and lived experiences for these students.
Phyllis H Pennock (Western Michigan University)
Renee' Schwartz (Georgia State University)
Thursday January 8, 2015 5:00pm - 8:00pm PST
Mt. Hood
