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

By David C. Haak, J. HilleRisLambers, Emile Pitre, S. Freeman. Science, 2011

909 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Media Technology

View Paper: https://www.semanticscholar.org/paper/97bc6c8ecd162b5c6c8553654a8feea36be20fff

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Lakmal Abeysekera
2. C. Brame
3. Phillip Dawson
4. Matthew Rhodes
5. Sarah J Delozier
6. Sarah L. Eddy

In Education

1. Sarah L. Eddy
2. S. Freeman
3. M. Wenderoth
4. C. Brame
5. Matthew Rhodes
6. Sarah J Delozier
7. Lakmal Abeysekera
8. Elizabeth Lugosi

In Media Technology

1. C. Brame
2. Matthew Rhodes
3. Sarah J Delozier
4. Lakmal Abeysekera
5. Phillip Dawson
6. M. Wenderoth
7. S. Freeman

Citations in the corpus

• Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content (2016, background): “ACTIVE LEARNING As biology educators, we have abundant evidence that active learning in the classroom provides clear advantages over passive encounters with course material through lecture (e.g., Knight and Wood, 2005; Haak et al., 2011; Freeman et al., 2014).”
• Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research (2015, background): “In fact, feelings of autonomy and competence are most likely to be experienced by the teacher within a learning environment created through this approach (Gauci, Dantas, Williams, & Kemm, 2009; Haak, HilleRisLambers, Pitre, & Freeman, 2011; Huba & Freed, 2000).”
• Active learning increases student performance in science, engineering, and mathematics (2014, background): “Finally, the data suggest that STEM instructors may begin to question the continued use of traditional lecturing in everyday practice, especially in light of recent work indicating that active learning confers disproportionate benefits for STEM students from disadvantaged backgrounds and for female ”
• Active learning strategies with positive effects on students’ achievements in undergraduate mathematics education (2020, background): “Haak et al. [17] give an example of reducing the achievement gap using structured course design and active learning practices.”
• Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice (2016, background): “The primary motive for flipping a classroom is to provide additional time for in-class activities, including active learning (Haak et al. 2011).”