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1.
NOTETAKING SKILLS INSTRUCTION FOR DEVELOPMENT OF MIDDLE SCHOOL STUDENTS’ NOTETAKING PERFORMANCE 
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下载免费PDF全文 Ilhan Ilter 《Psychology in the schools》2017,54(6):596-611
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. 相似文献
2.
The research examined effects of notetaking instruction on elementary-aged students’ abilities to recall science information
and their notetaking behaviors. Classes of eight to nine years old third grade students were randomly assigned to three treatment
conditions: strategic notetaking, partial strategic notetaking, and control, for four training sessions. The effects of the
notetaking instruction were measured by their performances on a test about science information, a long-term free recall of
the information, and the number of information units recalled with or without cues. Students’ prior science achievement was
used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results
indicated significant treatment effect in favor of the strategy notetaking instruction groups on cued and non-cued recall
of the information units. Students with higher prior achievement in science performed better on cued recall and long-term
free recall of information. The results suggest that students as young as those in third grade classes can be instructed to
develop notetaking ability that promotes their learning. 相似文献
3.
William J. Sweeney Amy M. Ehrhardt Ralph Gardner Lori Jones Rachel Greenfield Sue Fribley 《Psychology in the schools》1999,36(4):305-318
This study evaluated the effects guided notes on the performance of academically at‐risk high school students during a remedial summer American History class. The study compared students' own notetaking strategies with that of short‐ and long‐form guided notes. Three students were selected for data collection due to their low baseline notetaking accuracy and quiz scores and a history of severe learning problems: One was enrolled in special education programs for developmental disabilities and the other two were enrolled in English as a Second Language programs (ESL). A modified ABAB reversal design with an imbedded alternating treatments design during intervention (A. E. Kazdin, 1982) was used to compare the effects of students' notetaking accuracy and daily quiz scores while taking their own notes with the effects of responding under the short‐ and long‐form guided notes. The results indicated that both guided notes procedures were successful at increasing the accuracy of students' notes, improving session quiz scores, and were overwhelmingly preferred when compared with students taking their own notes. Differences were the number of concepts written correctly. Practical considerations and implications for adoption in the classroom were discussed. © 1999 John Wiley & Sons, Inc. 相似文献
4.
Kenneth A. Kiewra 《Instructional Science》1987,16(3):233-249
Notetaking and review are positively related to academic achievement, but many students record too few notes to benefit fully from these activities. This paper presents ten factors that may constrain notetaking and review, and provides corresponding implications for improving these study behaviors and for conducting further research. Some instructional implications are that students should record more extensive and conceptual notes and that instructors can help students by organizing their presentations, reducing lecture rate, pausing for notetaking, emphasizing key ideas and encouraging alternate frameworks for notetaking and review. Instructors can also facilitate learning by providing learners with notes for review and with knowledge about testing. In addition, instructors should consider the cognitive processing differences among students because certain learners are likely to find notetaking dysfunctional relative to other means of acquisition. The implications for research focus on determining the optimal notetaking and review activities. 相似文献
5.
Carol A. Carrier Michael D. Williams Bruce R. Dalgaard 《Research in higher education》1988,28(3):223-239
Notetaking is a universal activity in college lecture courses, but little research has been done to examine students' perceptions of this study strategy as it relates to their overall study routine. In the current study, students in a large lecture course in introductory macroeconomics were asked to complete the Notetaking Perceptions Survey (NPS), an instrument that assesses students' perceptions of the worth or value of notetaking, their perceived level of notetaking activity, and their degree of confidence about their own notetaking skill. Additionally, students' learning style, as assessed by the Learning Style Inventory (Smith and Kolb, 1986), gender, high school rank, and year of high school graduation were included as predictor variables within a multiple regression analysis to predict scores on the there notetaking perception factors. Notetaking perceptions were predicted by one of the learning style dimensions and by gender. The relationships of final course grades with the three notetaking factors from the NPS and the other learner characteristics were also determined. Grades were predicted by one of the notetaking perception factors and by high school rank. 相似文献
6.
This investigation examined the effects of strategic notetaking on the recall and comprehension of high school students with learning disabilities (LD) or educable mental retardation (EMR). Twenty-six students with high incidence disabilities (LD or EMR) were randomly assigned by grade and disability to either an experimental or control group. Using strategic notetaking, students in the experimental group were taught to independently take notes while viewing a videotaped lecture. Students who were taught strategic notetaking scored significantly higher on measures of immediate free recall, long-term free recall, comprehension, and number of notes recorded than students in the control group who used conventional notetaking. The limitations of the research and implications of this technique for classroom application are discussed. 相似文献
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《Contemporary educational psychology》1988,13(1):33-44
This study examined the relationship between lecture notetaking behaviors and academic ability and the relationship among lecture notetaking behaviors, information-processing ability, and more global measures of ability (i.e., GPA and ACT scores). Previous research had not investigated working-memory ability and specific notetaking behaviors. Four types of information were gathered from the 32 undergraduate students participating in this experiment: (a) score on a test of information-processing ability, (b) analyses of notes taken during a designated lecture, (c) score on a test pertaining to that lecture, and (d) score on a course exam covering several other lectures. In addition, GPA and ACT scores were drawn from each student's records. Results confirmed that amount of notetaking is related to academic achievement and established that ability to hold and manipulate prepositional knowledge in working memory is related to the number of words, complex propositions, and main ideas recorded in notes. In fact, stepwise multiple regression analyses indicated that this information-processing ability was a more significant predictor of complex propositions and words recorded in notes than were global measures of ability such as GPA or ACT scores. This research is of practical importance because pedagogical activities may reduce cognitive strain associated with notetaking and because information-processing ability is, in part, controllable. 相似文献
9.
《Journal of Education for Students Placed at Risk》2013,18(2):247-265
More than two-thirds of students living in U.S. low-income urban areas have not demonstrated basic levels of math achievement. Teachers are confronted with a difficult task of meeting the needs of an increasingly academically diverse population of urban students. There is a well-confirmed knowledge base on effective instruction, but teachers need massive amounts of information for effective, sustainable improvement and data-driven decision making. The bottleneck to improving teaching and learning is a lack of systematic, usable information on individual student performance and progress at the classroom level. We examined the effect of adding a computerized curriculum-based instructional management system as an enhancement to ongoing math instruction. Two math tests were used to contrast performance gains for students in the treatment group in comparison to two control groups: a same-school math instruction-only group, and a randomly selected district-wide math instruction-only group. Teachers in our experimental group implemented the treatment with varying degrees of fidelity, so we examined the impact of the level of implementation on student performance. We also examined the extent to which the treatment worked differently for high, middle, and low achieving students. There were positive outcomes for students in classrooms in which teachers used the instructional management system (Accelerated Math [AM]). In fact, students enrolled in classrooms where teachers implemented the AM intervention to a greater degree benefitted the most. Gains in math performance were consistent for high, middle, and low performing students. Use of a computerized instructional management system enabled teachers to differentiate instruction, make instructional adaptations for students of all ability levels, and provide students with relevant practice and immediate informed feedback. It also resulted in significant gains in math achievement. 相似文献
10.
How does the use of computerized adaptive testing affect the performance of students from different groups? How consistent were the results of computerized adaptive and “conventional” tests? What did the students think about the test experience? What advice do the authors have for test developers and users? 相似文献
11.
Therese Cumming 《Journal of Research in Special Educational Needs》2013,13(3):175-181
This paper discusses the role of mobile technology in supporting people with dyslexia within the theoretical framework of Universal Design for Learning. The authors discuss how students with dyslexia can use mobile technology to address a diverse range of academic needs (such as reading, composing text, notetaking, metacognition and studying skills). Curriculum issues and teacher training are also examined. 相似文献
12.
会计电算化实验教学体系的构建与应用 总被引：10，自引：1，他引：10
郭红 《实验室研究与探索》2004,23(4):65-66,71
按照会计专业应用型人才的培养目标,在教学中加大会计电算化实验教学环节,围绕课程与专业设置三个层次的实验教学体系,一是与会计电算化课程相结合的基础实验;二是与会计专业知识相结合的模拟实验;三是与手工操作相结合的仿真实务系统实验,之后引导学生撰写课程论文,并组织学生参加职业资格认定考核。全面培养了学生对会计专业课程的应用与研究能力。 相似文献
13.
Previous research has shown that providing written organizational lecture cues boosts notetaking and that boosting notetaking raises achievement. Lecture learning literature, however, is silent on whether spoken organizational lecture cues boost notetaking and achievement. To find out, participants listened to a lecture that contained or did not contain spoken organizational lecture cues. Participants either recorded lecture notes or refrained from notetaking while listening to the cued or uncued lecture. Results showed that spoken organizational lecture cues boosted the number of noted organizational points and details by 39 and 35%, respectively. Results also confirmed that lecture cues and notetaking work to raise achievement. Notetaking resulted in about 13% higher test achievement than not taking notes. Cueing raised test achievement 15–45% versus noncueing. Educators are encouraged to use spoken organizational cues while presenting lectures. 相似文献
14.
《The Journal of educational research》2012,105(10):363-365
AbstractHigh school students completed both multiple-choice and constructed response exams over an 845-word narrative passage on which they either took notes or underlined critical information. A control group merely read the text In addition, half of the learners in each condition were told to expect either a multiple-choice or constructed response test following reading. Overall, note takers showed superior posttest recall, and notetaking without test instructions yielded the best group performance. Notetaking also required significantly more time than the other conditions. Underlining for a multiple-choice test led to better recall than underlining for a constructed response test. Although more multiple-choice than constructed response items were remembered. Test Mode failed to interact with the other factors. 相似文献
15.
Merce Garcia‐Mila Christopher Andersen 《International Journal of Science Education》2013,35(8):1035-1058
This paper addresses the development in children’s and adults’ awareness of the benefits of writing through the analysis of change in notetaking while engaged in scientific inquiry over 10 weeks. Participants were given a notebook that they could choose to use. Our results indicate consistent differences between the performance of adults versus children and also across time. First, there were clear differences in the number of participants who chose to take notes. Second, not only did adults write more notes than children, but also the adults’ mean number of notes slightly increased over time, whereas children’s notes actually decreased in frequency. Third, children and adults differed in the types of notes they took. These results are interpreted in terms of participants’ awareness of what needs to be noted in a scientific task and why it needs to be noted, and they suggest implications for educational practice. First, because learners often have inaccurate representations of the task demands and their own future state of knowledge, they do not perceive the utility of notetaking. Second, because of these misperceptions, learners do not refer back to their notes and thereby miss feedback that would spur the refinement of their metacognitive (particularly metastrategic) knowledge and strategy use. Educators need to design opportunities for students to engage in activities that increase metacognitive knowledge of their own cognitive abilities and the demands of the task. 相似文献
16.
在高校中存在着一部分学习成绩差、自控能力弱的学生,进而甚至会影响学生的人际关系,久而久之渐渐脱离班级,不服从管理,给高校日常管理工作带来了极大的挑战。如何将这些学困生拉回班级,引到学生管理的正规上来是学生工作中的重要问题。文章选取学生因网瘾引发学习懈怠、人际关系恶化的具体案例进行深入分析,探讨高校辅导员感化和引导学生改掉陋习、培养学习兴趣、融入班级群体的有效做法,旨在提高辅导员解决学生工作实际问题的能力。 相似文献
17.
This article explores the effect of computerized scaffolding with different scaffolds (structuring vs. problematizing) on intra-group metacognitive interaction. In this study, we investigate 4 types of intra-group social metacognitive activities; namely ignored, accepted, shared and co-constructed metacognitive activities in 18 triads (6 control groups; no scaffolds and 12 experimental groups; 6 structuring scaffolds and 6 problematizing scaffolds). We found that groups receiving scaffolding showed significantly more intra-group interactions in which the group members co-construct social metacognitive activities. Groups receiving problematizing scaffolds showed significantly less ignored and more co-constructed social metacognitive interaction compared to groups receiving structuring scaffolds. These findings indicate that scaffolding positively influenced the group members’ intra-group social metacognitive interaction. We also found a significant relation between students’ participation in intra-group social metacognitive interaction and students’ metacognitive knowledge. Twelve percent of the variance in students’ metacognitive knowledge was explained by their participation in intra-group shared social metacognitive interaction. Therefore, future research should consider how to design scaffolds that elicit intra-group social metacognitive interaction among group members to enhance the development of students’ metacognitive knowledge. 相似文献
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Diana J. Oakes Elizabeth M. Hegedus Suzanne L. Ollerenshaw Helen Drury Helen E. Ritchie 《Anatomical sciences education》2019,12(3):272-283
This study evaluates a cooperative learning approach for teaching anatomy to health science students incorporating small group and peer instruction based on the jigsaw method first described in the 1970's. Fifty-three volunteers participated in abdominal anatomy workshops. Students were given time to become an “expert” in one of four segments of the topic (sub-topics) by allocating groups to work-stations with learning resources: axial computerized tomography (CT) of abdominal structures, axial CT of abdominal blood vessels, angiograms and venograms of abdominal blood vessels and structures located within abdominal quadrants. In the second part of workshop, students were redistributed into “jigsaw” learning groups with at least one “expert” at each workstation. The “jigsaw” learning groups then circulated between workstations learning all sub-topics with the “expert” teaching others in their group. To assess abdominal anatomy knowledge, students completed a quiz pre- and post- workshop. Students increased their knowledge with significant improvements in quiz scores irrespective of prior exposure to lectures or practical classes related to the workshop topic. The evidence for long-term retention of knowledge, assessed by comparing end-semester examination performance of workshop participants with workshop nonparticipants, was less convincing. Workshop participants rated the jigsaw workshop highly for both educational value and enjoyment and felt the teaching approach would improve their course performance. The jigsaw method improved anatomy knowledge in the short-term by engaging students in group work and peer-led learning, with minimal supervision required. Reported outcomes suggest that cooperative learning approaches can lead to gains in student performance and motivation to learn. Anat Sci Educ 00: 000–000. © 2018 American Association of Anatomists. 相似文献
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This study examined the effects of metacognitive scaffolds on learning outcomes of collaborating students in an innovative
learning arrangement. The triads were supported by computerized scaffolds, which were dynamically integrated into the learning
process and took a structuring or problematizing form. In an experimental design the two experimental groups receiving scaffolds
were compared with a control group. The experimental groups differed in the form of scaffolding used: structuring scaffolds
versus problematizing scaffolds. We analyzed the effects of metacognitive scaffolding and of different forms of scaffolds
on the learning outcomes at group and individual level. The results showed no effect of scaffolding on group performance,
nor on the acquired individual domain knowledge, but a small effect on acquired individual metacognitive knowledge. With respect
to the effects of different forms of scaffolds, we found a small effect on group performance, on transfer of individual domain
knowledge and on the individual metacognitive knowledge acquired. 相似文献