Note taking
I had recently done some literature searches on this subject with respect to math andthought that I would look into it in more depth given the student feedback on Friday. I don
’t
really have time to do a literature review on this right now, although I may do one later if timepresents itself. However, I
’m providing a skeleton of research into note taking and partial notes.
People that are interested can of course go through the articles themselves and critique the issue.There has been a significant amount of research on note taking and its benefits withencoding and storage (Kiewra, 1989). The research shows that there are cognitive benefits thatresult in increased learning, even if the notes are not reviewed again. This is interesting, giventhat ½ of the students said that they don
’t ever
review their notes again.There has also been a reasonable amount of research on whether or not partial notes arebenefitial. Konrad, Joseph, & Eveleigh (2009) did a meta-analysis of studies that looked at this.They found that partial-notes were generally superior to student notes due to accuracy andgetting the right information. Only one of the studies in Konrad et al.
’s
(2009) research lookedat partial notes versus instructor supplied complete notes, and they found no difference. Thismeta-analysis was a mix of secondary school and university participants, where the notes weregiven either through reading texts or lecturer
’s
speech.Katayama did at least two studies (1997; 2000) comparing guided notes with takingstudent notes and using graphic organizers. Again, partial-notes were shown to be better thanstudent notes. Graphic organizers were also shown to be effective. I think science in particularbenefits from graphic organizers due to an extra layer of scientific literacy issues.In terms of math, research tells us that partial notes are effective (Cardetti,Khamsemanan, & Orgnero, 2010). Another paper also highlights the importance of studentsfollowing a formal note-taking format (Eades, n.d.) but this research was solely focused onuniversity students, although I can
’t fault the id
ea. Eades
’ paper is interesting because when
solving problems, the instructor not only lists a procedure but also lists definitions and
why
theyuse that particular procedure.The one thing that puzzles me a bit was the sentiment from the students that partial notes(guided notes) confused them. Perhaps this has more to do with the instructor moving too fastand not pausing so that students can thoughtfully add notes. The comment that
“notes will go on
forever
” when discussing partial
-notes also stuck with me. Clearly this is an attitude issue and itwould be beneficial to know if it was a result from the activity itself, or from the activity lastingtoo long (what is
“too long” for giving notes?).
While the research is not conclusive in partial-notes vs. supplied complete notes, giventhat ½ the students from Friday don
’
t review notes later on, I am leaning towards the validity of using partial-notes.
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