The effects of teaching notetaking strategies on elementary students’ science learning

Abstract

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 longterm 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.

The Effects of Note-Taking Skills Instruction on Elementary Students’ Reading

“…Student-initiated reading strategies have also been found to improve academic performance in various subject areas (P. L. Lee et al, 2008;Slotte & Lonka, 1999). In a large majority of cases, note taking implies comprehension and written production.…”

“…Laidlaw et al (1993) taught fifth-and sixth-grade students mixed reading strategies, and note-taking and self-questioning strategies, but could not say whether their progress in quiz performance in science could be attributed to note taking only. P. L. Lee et al (2008) taught note-taking strategies to students as young as Grade 3 and found this to have a positive impact on science learning; however, their study focused on note taking from a videotaped lecture rather than reading.…”

“…However, while some teachers instruct students on note-taking strategies, the teaching is often nonsystematic and sporadic. Educators often prepare various printed notes as an aid for poor note takers, that we considered as external assistants, such as questions guides (Boyle, 2010), note-taking worksheets (Konrad, Joseph, & Eveleigh, 2009; P. L. Lee et al, 2008), and graphic organizers (Rahmani & Sadeghi, 2011). According to the above studies and a meta-review on guided notes (Konrad et al, 2009), when teachers provide guide notes for students, they are also providing students with a model that can be used for taking more accurate and complete notes on their own.…”

“…Some empirical results (e.g., Faber et al, 2000; P. L. Lee et al, 2008) suggests that teachers can help improve students' reading ability by means of developing their teaching skills and by teaching students reading comprehension skills. Thus, the activities of the note-taking instruction included teacher's explanations, demonstrations, and guides for student note-taking practice activities.…”

“…First, note-taking instruction primarily focuses on teaching students how to take notes during lectures (e.g., Kiewra, 1987;Kobayashi, 2005; P. L. Lee, Lan, Hamman, & Hendricks, 2008;Titsworth & Kiewra, 2004), which also encourages students to pay close attention to the lectures (Bauer & Koedinger, 2006). Second, note taking is regarded as a rather spontaneous learning strategy, more commonly used by older students.…”