Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology

Abstract

A focus on problem-solving skills reduced achievement gaps in university classes.

Keywords

DisadvantagedMathematics educationClass (philosophy)Academic achievementGender gapCognitionActive learning (machine learning)PsychologyComputer sciencePolitical scienceDemographic economics

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Publication Info

Year: 2011
Type: article
Volume: 332
Issue: 6034
Pages: 1213-1216
Citations: 936
Access: Closed

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APA Style

                            
                                
                                    David C. Haak, 
                                
                                    Janneke HilleRisLambers, 
                                
                                    Emile Pitre
                                
                                et al.
                            
                            (2011). 
                            Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology. 
                            Science
                            , 332
                            (6034)
                            , 1213-1216.
                            https://doi.org/10.1126/science.1204820
                        

Identifiers

DOI: 10.1126/science.1204820