Gymnasieelevers anteckningspraktiker

- lektionsanteckningar som metakognitiv strategi

Abstract

Studies have shown that lecture note-taking is very effective for students’ learning. Research on Swedish pupils, however, is scant. The aim of the present study was to explore note-taking practices in Swedish upper secondary school and examine whether the school supports students in their practice. A survey with both closed-ended and open-ended questions was administered to 120 pupils from two schools in Västra Götaland County. Most pupils reported taking notes during lectures and doing so for mainly two reasons: to learn the material and to study the notes for future exams. However, only 15 % of participants had received guidance on how to take notes during their school years. A metacognitive framework is applied in interpreting the results. Whether a note-taking practice can be considered metacognitive depends on the underlying motives for choosing that strategy. A well-chosen strategy seems dependent on contextual and individual circumstances. It is suggested that pupils be taught both the advantages and the disadvantages of different note-taking practices, so that they can evaluate different strategies for themselves.