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ERIC Number: ED415270
Record Type: Non-Journal
Publication Date: 1997-Nov
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Getting Students Involved in Note Taking: Why Partial Notes Benefit Learners More Than Complete Notes.
Katayama, Andrew D.
Whether graphic organizers were superior to outlines when students were provided with all, some, or none of the information when studying for factual and transfer tests was studied with 117 undergraduates provided with graphic organizers or outlines. Both were provided in three forms: a complete set, a partial set, and a skeletal set of major headings. Results indicate that graphic organizers were more effective than outlines, and partial notes were more effective than complete notes for helping college students transfer text knowledge. However, there was no effect for study note format or amount of provided information for learning text facts. Therefore, in a practical educational setting, results suggest that if teachers just want students to learn facts, there are no advantages to study note formats or amounts of information provided. If, however, teachers are interested in testing transfer of knowledge, there are advantages to graphic organizers and partial notes. Active involvement of students in the note-taking process enhances transfer of knowledge. (Contains 2 figures, 4 tables, and 19 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A