Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology
Bibliographic Data
| ID | 23327802 |
|---|---|
| Authors | David C Haak (0000-0002-3692-3152, University of Washington), Janneke HilleRisLambers (0000-0001-5523-0354, University of Washington), Emile Pitre (Office of Minority Affairs and Diversity, Box 352835, University of Washington, Seattle, WA 98195, USA.), Scott Freeman (0000-0002-6622-6577, University of Washington) |
| Year | 2011 |
| Volume | 332 |
| Issue | 6034 |
| Pages | 1213-1216 |
| Publication date | 2011-06-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science (JOURNAL) |
| Journal identifiers | ISSN: 0036-8075 • E-ISSN: 0193-4511 |
| Publisher | American Association for the Advancement of Science (AAAS) (PUBLISHER) |
| DOI | 10.1126/science.1204820 |
| PMID | 21636776 |
| OpenAlex | W1967761143 |
| Language | EN |
| Citations received | 74 |
| References cited | 28 |
A focus on problem-solving skills reduced achievement gaps in university classes.
Academic achievement · Active learning (machine learning) · Class (philosophy) · Cognition · Demographic economics · Disadvantaged · Gender gap · Mathematics education · Political science · Computer Science · Experimental Learning in Engineering · Innovative Teaching and Learning Methods · Innovative Teaching Methods · Psychology
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| Unique citing works | 74 |
|---|---|
| Citations per year | 5,29 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 69 |