Note-taking strategies are generally applied in our everyday life and particularly in education. In the process of note taking, various cognitive processes take place. Even though students take notes regularly, they are often not aware of the different note-taking strategies. They also do not know how to improve their notes. For my Master’s thesis, I investigated how much students of Education (i.e. studying to be teachers) know about note-taking strategies. I focused on the quality of notes, for only good notes serve their purpose. I also investigated how teachers in primary and high school teach note-taking strategies and how much they pay attention to teaching these strategies in their profession.
I used a combined research approach. The research sample was non-random. Information was collected by questionnaire that was given to 71 second year students of the Primary Teacher Education course at the Faculty of Education at the University of Ljubljana. Additionally, interviews were conducted with 10 qualified Teachers of various subjects at primary- and high-school level.
Until this project, there has been no research in Slovenia on note-taking strategies and how these strategies should be taught so the results of this work will contribute to a better understanding of these strategies and how to apply them to improve the quality of notes. This work also raises awareness of how important it is for students learn about note taking strategies in the course their studies.
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