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

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Science  03 Jun 2011:
Vol. 332, Issue 6034, pp. 1213-1216
DOI: 10.1126/science.1204820

Article Information

vol. 332 no. 6034 1213-1216

DOI: 
https://doi.org/10.1126/science.1204820
PubMed: 
21636776
Published By: 
American Association for the Advancement of Science
Print ISSN: 
0036-8075
Online ISSN: 
1095-9203
History: 
  • Received for publication February 25, 2011
  • Accepted for publication April 27, 2011
  • .
Copyright & Usage: 
Copyright © 2011, American Association for the Advancement of Science

Author Information

  1. David C. Haak1,*,
  2. Janneke HilleRisLambers1,
  3. Emile Pitre2,
  4. Scott Freeman1,†
  1. 1Department of Biology, Box 351800, University of Washington, Seattle, WA 98195, USA.
  2. 2Office of Minority Affairs and Diversity, Box 352835, University of Washington, Seattle, WA 98195, USA.
  1. ↵†To whom correspondence should be addressed. E-mail: srf991{at}uw.edu

  • ↵* Present address: Department of Biology, Indiana University, Bloomington, IN 47405–3700, USA.

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Article usage: June 2011 to January 2020

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

    By David C. Haak, Janneke HilleRisLambers, Emile Pitre, Scott Freeman

    Science : 1213-1216

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

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