How college science students engage in note‐taking strategies

Bonner, Janice M.; Holliday, William G.

doi:10.1002/tea.20115

Cited by 65 publications

(46 citation statements)

References 28 publications

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“…This information was used to refine the interview questions posed to students later in the study. The questionnaire and interview questions were adapted from a study conducted by Bonner and Holliday (2006) and piloted locally.…”

Section: Methodsmentioning

confidence: 99%

Note-making in Biology: How the School Experience Influences Note-making Practice and Approach at University

Dukhan

2018

African Journal of Research in Mathematics, Science and Technol

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In South Africa there is mounting concern surrounding the throughput of undergraduates. The preparation of school-learners for the challenges presented in the academic environment at university has come into question. First-years are expected to construct notes in biology; these notes act as an interface between the lecturer and students when the latter prepare for assessments. The literature highlights that the quality of notes that students make is related to their grades. This study investigates the influence of the students' note-making practice at school on the quality of notes that first-years construct during an Introductory Biology course at university. Sixty first-year students who registered for the course, over a three-year period, participated in this study. Data collection entailed the completion of a questionnaire, participation in individual face-to-face interviews at the beginning of each semester in the first year and the beginning of the second year, and the analysis of the students' notes. The findings show that students' school experience in note-making influences the quality of their notes when they enter university. This finding is significant since biology is content heavy, and with limited guidance at university the students rely on the school experience to guide them in compiling their notes. A model for improving note-making practice is presented in this paper, and shows how the students' construction of their notes may act as a means to improve their learning.

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Section: Methodsmentioning

confidence: 99%

Note-making in Biology: How the School Experience Influences Note-making Practice and Approach at University

Dukhan

2018

African Journal of Research in Mathematics, Science and Technol

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“…Depuis plusieurs années, les recherches sur la prise de notes ont montré que les étudiants du secondaire prennent régulièrement des notes et qu'un processus cognitif précis est impliqué dans cette tâche (Bonner & Holliday, 2006;Einstein, Morris & Smith, 1985;Weiss, Banilower, McMahon & Smith, 2001). D'autres études (Kiewra et al, 1991 ;Peck & Hannafin, 1983) soutiennent que les stratégies de prise de notes ne sont pas toutes équivalentes, que le rôle de l'enseignant est primordial en ce sens et que, jusqu'à présent, peu de recherches (Hutchison, Beschorner & Schmidt-Crawford, 2012;Karsenti & Fievez, 2013;Mang & Wardley, 2012) se sont intéressées à la prise de notes avec la tablette numérique.…”

Section: Recension Des éCritsunclassified

“…Une étude menée par Weiss, Banilower, McMahon et Smith (2001) mentionne que 86% des étudiants de la fin du secondaire prennent des notes comparativement à 54% à la fin du primaire. Il s'agirait d'une pratique quasi omniprésente dans l'enseignement de certaines disciplines comme la science-technologie et les mathématiques (Bonner & Holliday, 2006). Bonner et Holliday (2006), Graham (2001), Katayama, Shambaugh et Doctor (2005) et Kobayashi (2005) ont décrit la prise de notes comme un processus cognitif formé de l'écoute, de l'encodage de l'information et du recodage de cette information sous la forme écrite afin d'en faire usage ultérieurement.…”

Section: Recension Des éCritsunclassified

“…Il doit ainsi exercer un certain contrôle, une sorte de mécanisme d'évaluation lié à l'élaboration et à l'interprétation des représentations de données linguistiques et graphiques soumises par l'enseignant. Le traitement de l'information produit au cours de la prise de notes engendre un apprentissage remarquable, et ce, même en l'absence de révision du contenu (Bonner & Holliday, 2006). Par sa fonction épistémique, la prise de notes acquiert un rôle primordial auprès de l'étudiant qui lui confie différentes tâches scolaires.…”

Section: Recension Des éCritsunclassified

“…Ces éléments génèrent probablement auprès des étudiants un climat de confiance envers l'usage pédagogique de la tablette qui les conduira à conserver de bonnes habitudes en classe. Il importe donc que les enseignants s'impliquent afin de structurer ces nouvelles habitudes et de les rendre efficaces puisque la prise de notes est avantageuse pour l'apprentissage (Bonner & Holliday, 2006;Catel, 2001;Einstein et al, 1985) et que toutes les stratégies mises en place pour y arriver ne sont pas équivalentes (Peck & Hannafin, 1983). Boyle et Forchelli (2014) montrent aussi que tous les apprenants ne sont clairement pas aussi efficaces et certaines clientèles sont en désavantage sur ce plan.…”

Section: La Qualité Des Notesunclassified

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Stratégies de prise de notes à l'aide d'une tablette électronique chez des étudiants du secondaire | Digital Tablet Note-Taking Strategies among High School Students

Gibert¹,

Gauthier²,

Cody³

et al. 2017

CJLT / RCAT

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Both media and digital literacies are essential for the 21 st century. Consequently, several governments have integrated technologies with school curriculums. Recently, ICT integration efforts, particularly with the digital tablet, have multiplied. Several academic uses of the tablet are explored, and some raise questions. This is the case of note taking as viewed in a single Quebec high school. Which application should students use, and should it be the same one for all subjects? Is it effective? Which strategies should be promoted? These are not trivial questions where educational success is concerned. Whereas note taking using certain technological tools has already been studied, little research has focused on with the use of a digital tablet. Students who use a tablet daily were asked a series of questions related to note taking. Our analysis suggests that teachers should play an active role in the appropriation of this tool. RésuméLes littératies médiatique et numérique sont essentielles pour le 21 e siècle. Plusieurs gouvernements les intègrent par conséquent aux curriculums scolaires. Actuellement, les efforts d'intégration de la tablette numérique se multiplient. Plusieurs usages scolaires sont cités et certains soulèvent des interrogations. C'est le cas de la prise de notes qui soulève des questions auprès de plusieurs enseignants d'une école secondaire québécoise. Avec quelle application? Une seule? Toujours la même? Dans toutes les matières ? Est-ce efficace? Quelles stratégies de prise de notes doit-on favoriser? Ces questions sont importantes pour la réussite scolaire. La prise de notes à l'aide d'outils technologiques a déjà fait l'objet d'études lors de l'intégration d'autres technologies mais peu de recherches se sont intéressées à cette stratégie d'apprentissage avec les tablettes numériques. Un questionnaire a été rempli par des étudiants du secondaire qui

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Notetaking Skills Instruction for Development of Middle School Students’ Notetaking Performance

Ilter

2017

Psychology in the Schools

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The objective of this study was to investigate the effects of explicit instruction in notetaking skills on the notetaking performance of seventh-grade students at different reading ability levels. The students in the notetaking instruction condition (NTI) received classroom-based notetaking skills instruction (approximately 40 minutes) every week for 10 weeks. The comparison condition students (CNT) were asked to use conventional notetaking (CNT) that was embedded within the daily social studies lessons. The participants' reading comprehension abilities were identified through the Sentence Verification Technique, which consisted of a 16-item expository text. A notetaking performance test (NTPT) was used to assess the effect of notetaking skills instruction on two dimensions of the participants' notes (verbatim copying and terse value). The results demonstrated that the terse value of students' notes in the NTI condition was significantly better than that of the students in the CNT condition. The students in the NTI condition reduced their percentage of verbatim copying and used fewer words to cover more main concepts in the NTPT that followed the instructional intervention. Surprisingly, the students at low reading ability showed the greatest gains in notetaking performance from verbatim copying to terse notetaking. C 2017 Wiley Periodicals, Inc.

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How college science students engage in note‐taking strategies

Cited by 65 publications

References 28 publications

Note-making in Biology: How the School Experience Influences Note-making Practice and Approach at University

Note-making in Biology: How the School Experience Influences Note-making Practice and Approach at University

Stratégies de prise de notes à l'aide d'une tablette électronique chez des étudiants du secondaire | Digital Tablet Note-Taking Strategies among High School Students

Notetaking Skills Instruction for Development of Middle School Students’ Notetaking Performance

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