Secondary School Students' Habits of Using Note-Taking Strategies

Yıl 2022, Cilt: 9 Sayı: 2, 51 - 79, 25.12.2022

Kübra Karadağ , Miray Devecioğlu , Ahmet Benzer

Öz

Note-taking is summarizing what one has understood in one's own words in order to remember it later. Note-taking is one of the most important writing activities in passing the information acquired through listening from temporary memory to permanent memory. In this study, 5 different strategy trainings were given to 7th grade students for 6 weeks. After the training of each strategy was given to the students, they were expected to apply the relevant note-taking strategies after the listening texts. Multiple case and holistic multiple case design, which is one of the case study types, was used in the research. The note-taking papers of the students were evaluated according to the criteria of the strategies. Student opinions were coded by subjecting content analysis and the findings were interpreted. As a result of the study, it was determined on the basis of the student interview forms that before the note-taking training was given, the students could not take notes because they had difficulty in distinguishing between necessary and unnecessary information, and that in the Cornell strategy, students had difficulty in identifying key words while listening. It was seen that the students were most successful in mind map and chart strategies out of the 5 strategies, and the students were limited in applying the outline strategies. In all of the strategies, it was seen that the students were able to apply the stages of identifying keywords and creating short sentences. As a result of the research, when note-taking strategies were taught, students were successful in identifying key words, expressing them in short sentences, and connecting information; It has been concluded that when education is not given, they tend not to take notes or to take notes on a single sentence. Based on these results, it has been suggested in line with the data obtained from the findings that note-taking strategies training should be included in the textbooks, that each strategy should be applied after texts with appropriate content, which strategies should be applied before, during and after listening/reading.

Anahtar Kelimeler

Cornell note-taking method, mind map, flow- based note-taking, outlines, charting, note-taking strategies.

Kaynakça

• Aiken, E. G., Thomas, G. S. & Shennum, W. A. (1975). Memory for a lecture: Effects of notes, lecture rate, and informational density. Journal of Educational Psychology, 67(3), 439-444.
• Aktuğ, S. C. (2021). The effects of note-taking while listening strategies ınstruction on students’ note-taking skills. International Social Sciences Studies Journal, 7(76), 252-263.
• AlMarwani, M. (2020). Pedagogical potential of SWOT analysis: An approach to teaching critical thinking. Thinking Skills and Creativity, 38, 1-6.
• Benzer, A. (2020). Üst Düzey Düşünme Becerileri ve Dinleme Stratejilerine Dayalı Etkinliklerle Dinleme Eğitimi. İstanbul: Nobel Akademi Publishing.
• Boch, F. & Piolat, A. (2005). Note-taking and learning: A summary of research. The WAC Journal, 16, 101-113.
• Büyüköztürk, Ş., Çakmak, K. E., Akgün, E. Ö., Karadeniz, Ş. & Demirel, F. (2021). Eğitimde Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
• Çakmak, H. (2019). Impact of note taking during reading and during listening on comprehension. Educational Research and Reviews, 14(16), 580-589.
• Çelik, N. & Murat, G. (2009). Sayısallaştırılmış SWOT analizi ile Bartın İli’nin ekonomik yapısını değerlendirme. Dokuz Eylül Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 24(1), 199-212.
• Davies, M. (2010). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? Higher Education, Springer, 62(3), 279-301.
• Evans, P. B. & Shively, T. C. (2019). Using the Cornell note-taking system can help eighth grade students alleviate the ımpact of ınterruptions while reading at home. Journal of Inquiry & Action in Education, 10(1), 1-35.
• Friedman, M. C. (2014). Notes on Note-Taking: Review of Research and Insights for Students and Instructors. Harvard Initiative for Learning and Teaching: Harvard University. Retrieved from https://hwpi.harvard.edu/files/hilt/files/notetaking_0.pdf.
• Gray, T. & Madson, L. (2007). Ten easy ways to engage your students. College Teaching, 55, 83-87.
• Haswell, C. G. & Lee, R. A. (2013) A comparative study of listening comprehension and organization of lecture notes in ıntermediate English classes. Polyglossia, 24, 16-25.
• Hayati, M. A. & Jalilifar, A. (2009). The impact of note-taking strategies on listening comprehension of EFL learners. English Language Teaching, 2(1), 101-111.
• Kenneth, A., Kiewra & Kieuwra, K. A. (1987). Note-taking and review. The research and its implications. Instructional Science, 16(3), 233-249.
• Kiewra, K. A., Benton, S. L., Kim, Sung-Il, Risch, N. & Christensen, M. (1995). Effects of note-taking format and study technique on recall and relational performance. Contemporary Educational Psychology, 20(2), 172-187.
• Lengkana, D., Surbakti, A. & Amala, D. (2019). The effect of mind mapping and learning style on concepts mastery and students’ representation skills. Advances in Social Science, Education and Humanities Research, 422, 110-117.
• Mayer, R. E. (1984). Aids to text comprehension. Educational Psychologist, 19(1), 30-42.
• MEB. (2019). İlköğretim Türkçe dersi öğretim programı (Grades 1-8). Ankara: MEB.
• Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks: CA: Sage.
• Murtafi’ah, M., Asmiyah, S. & Fitriah. H. (2020). Is technology based note-taking more preferable for millenial students? Exploration of English students' note-taking habit. IJET, 9(2), 207-216.
• Özan, M. B., Polat, H., Gündüzalp, S. & Yaraş, Z. (2015). Eğitim kurumlarında SWOT analizi. Turkish Journal of Educational Studies, 2(1), 1-28.
• Paker, T. (2015). Durum çalışması. F. N. SeggieandY. Bayyurt (Eds.), Nitel araştırma yöntem, teknik, analiz ve yaklaşımları içinde (s. 119-134). Ankara: Anı Publishing.
• Piolat, A., Olive, T. & Kellogg, R. T. (2005). Cognitive effort during note taking. Applied Cognitive Psychology, 19, 291-312.
• Robinson, D. (2012). A comparative, holistic, multiple-case study of the implementation of the strategic thinking protocol and traditional strategic planning processes at a Southeastern University (unpublished doctoral thesis). Florida Atlantic University, Florida.
• Routine (2022). Re: Beginner's Guide to The Flow Notes Method. accessed from https://www.routine.co/blog/flow-notes
• Saydumarovna, S. G. (2017). The SWOT analysis method as a means of developing critical thinking among ESP students. Young Scientist, 24(158), 382-384.
• Susanti, N. (2020). The use of taking notes on report text. JETLe, 2(1), 37-42.
• Teng, H. C. (2011). Exploring note-taking strategies of EFL listenerst. Procedia Social and Behavioral Sciences, 15, 480-484.
• Trevino, C. (2005). Mind mapping and outlining: Comparing two types of graphic organizers for learning seventh- grade life science (Unpublished doctoral thesis). Texas Tech University, Texas.
• Urfa, A. M., Can, E. & Yüceol, N. (2021). Covid-19 salgını bağlamında Türkiye’de turizm sektörünün Swot analizi. Journal of Travel and Tourism Research, 18, 22-50.
• Weaver- Hightower, M. B. (2021). Nitel Araştırma Nasıl Yazılır? (Translated by S. Turan). Ankara: Asos Publishing.
• Young, S. (2008). Re: Learn More, Study Less–Diagraming https://www.scotthyoung.com/blog/2008/03/04/learn-more-study-less-diagraming/.
• Yuniarti, Y. & Trisnawati, I.K. (October, 2018). Developing students’ note taking skills through Cornell format. Proceedings of The 8th Annual International Conference (AIC) on Social Sciences, Syiah Kuala University, Banda Aceh, Indonesia, 277-283.