Strategic knowledge in note-taking: An study in high education

Montserrat Castelló, Carles Monereo

    Research output: Contribution to journalArticleResearchpeer-review

    11 Citations (Scopus)

    Abstract

    Note-taking is one of the most widely used learning procedures in our university environment. Although it is an interdisciplinary procedure which, obviously, has a direct relation with the kind of discipline to be pursued by the student, it is not often used in a strategic manner. The present research study sought to analyse how, when, and why undergraduate students take notes. Our purpose was to improve current knowledge on the learning strategies students use in the university environment to optimize learning. The overall aim was to study changes in performance within learning contexts when the purpose of note-taking varies and decisions on what strategy to follow need to be taken. The results suggest the importance of strategic or conditional knowledge (strategic learners) when it comes to shaping a performance as strategic rather than the existence of highly-organized declarative knowledge about the subject of their note-taking. © 1999, Taylor and Francis Group, LLC.
    Original languageEnglish
    Pages (from-to)25-42
    JournalInternational Journal of Phytoremediation
    Volume22
    Issue number88
    DOIs
    Publication statusPublished - 1 Jan 1999

    Keywords

    • Learning
    • Note-taking
    • Strategic knowledge
    • Undergraduate students

    Fingerprint Dive into the research topics of 'Strategic knowledge in note-taking: An study in high education'. Together they form a unique fingerprint.

    Cite this