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This study used the Measure of Epistemology Reflection to explore the impact of service-learning and social justice education on college students’ cognitive development. Six service-learning courses taught with or without a social justice emphasis were studied. Results showed that service- learning courses in general had a positive impact on students’ cognitive development, while service-learning courses with a social justice emphasis appeared to have more impact on students’ cognitive development than those without a social justice emphasis.
Wang et al. (2006) studied this question.