How college science students engage in note-taking strategies
In: Learners in collegiate classrooms, Jg. 43 (2006), Heft 8, S. 786-818
Online
academicJournal
- print; 33; 2 p.1/4
Zugriff:
A composite theory of college science student note-taking strategies was derived from a periodic series of five interviews with 23 students and with other variables, including original and final versions of notes analyzed during a semester-long genetics course. This evolving composite theory was later compared with Van Meter, Yokoi, and Pressley's (Journal of Educational Psychology, 86, 323-338, 1994) corresponding composite college students' theory of note-taking. Students' notes in this long-term study were also compared with a standard of adequate note-taking established by experts. Analyses detected many similarities between the two composite theories. Analyses also provided evidence of inadequate note-taking strategies, inconsistencies between what students claimed and evidently did with their notes, and weak self-regulating learning strategies. Recommendations included prompting students during class on how to take notes.
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How college science students engage in note-taking strategies
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Autor/in / Beteiligte Person: | BONNER, Janice M ; HOLLIDAY, William G |
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Zeitschrift: | Learners in collegiate classrooms, Jg. 43 (2006), Heft 8, S. 786-818 |
Veröffentlichung: | New York, NY: Wiley, 2006 |
Medientyp: | academicJournal |
Umfang: | print; 33; 2 p.1/4 |
ISSN: | 0022-4308 (print) |
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