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

@article{Haak2011IncreasedSA,
  title={Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology},
  author={David C. Haak and Janneke HilleRisLambers and Emile Pitre and Scott Freeman},
  journal={Science},
  year={2011},
  volume={332},
  pages={1213 - 1216}
}
A focus on problem-solving skills reduced achievement gaps in university classes. Science, technology, engineering, and mathematics instructors have been charged with improving the performance and retention of students from diverse backgrounds. To date, programs that close the achievement gap between students from disadvantaged versus nondisadvantaged educational backgrounds have required extensive extramural funding. We show that a highly structured course design, based on daily and weekly… Expand
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