| dc.description.abstract | The encoding and external storage functions of note-taking help students behave well in academic performance. However, not all the students who take notes have similar academic performance. Even if they have similar academic performance, they may have different notes. As a result, the purpose of this study was to investigate high school students′ note-taking beliefs, their note-taking process, and explore the influence of note-taking beliefs and prior knowledge on the note-taking process.
This study adopted a note-taking beliefs investigation, a biology prior knowledge test, an expository texts note-taking, and a note-taking process interview. Participants of this study involved 80 senior high school students in Taoyuan. At first, they took note-taking beliefs investigation and biology prior knowledge test. And then, we chose 32 students among them and separated them into high and low group based on their note-taking beliefs and prior knowledge respectively. We made these groups of students take notes and take note-taking interviews.
The results of the study showed that (1) The average of senior high school students′ note-taking beliefs was 2.70, indicating that they generally had higher beliefs in taking notes. (2) Before taking notes, most of the senior high school students browsed the texts and highlighted the main ideas. Also, they thought that the notes should include main ideas, a good structure, and graphic organizations which establish relationships between concepts. (3) The prior knowledge would affect the reasons why students built the graphic organizations and decided what to write. The high prior knowledge group built graphic organizations to establish relationships between concepts significantly more frequently than the low prior knowledge group. Furthermore, the high prior knowledge group also noted information with more multiple reasons, including emphasis, forming coherence, and helping understanding. (4) Note-taking beliefs would affect the reasons why they built the graphic organizations and decided what to write. The reason why most of the high and low note-taking beliefs group built the graphic organization is to establish relationships between concepts. Moreover, the high note-taking beliefs group also noted information with more multiple reasons, while most of the low note-taking beliefs group tends to record the note by emphasis mainly. | en_US |