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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorWhite, Rachel Maeen
dc.date.accessioned2013-06-25T18:39:35Z
dc.date.available2013-06-25T18:39:35Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2532en
dc.description.abstractNote taking is part of life and learning, inside and outside of the classroom. Note taking, in some form, will be required of students beyond high school if they pursue higher education. High school students sometimes have difficulty taking notes during a lecture and are not always engaged. In an ideal situation, an instructor would provide an inquiry approach to all new concepts to allow students to build their own model of thinking. Unfortunately, the reality is that time and resources are limited and thus some material must be delivered through lecture to cover all concepts dictated by state standards. Delivering some short lectures are necessary in order to cover all the required material, but students are not always actively learning during lectures whether or not they are taking notes. Would more formal note taking strategies and instruction on note taking skills benefit students? This question led me to my action research topic and research questions. The main research question asks what impact different note taking strategies have on conceptual understanding. Three different note taking strategies were implemented: self-generated, partial (empty-outline), and guided. Formative assessments, summative assessments, surveys, interviews, and a teacher journal were used collectively to gather data. Not only did most students prefer guided notes, but most performed best on formative assessments when guided notes were in place. While guided notes were not a perfect solution, this strategy keeps more students engaged during lecture and their formative quiz scores were positively affected.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshNote-takingen
dc.subject.lcshHigh school studentsen
dc.titleThe impact of note taking strategies in a ninth grade earth science courseen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2012 by Rachel Mae Whiteen
thesis.catalog.ckey1978326en
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh; Susan Kellyen
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage79en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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