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Örgütleyici Yapı İskelesi Tekniğinin Öğretmen Adaylarının Not Alma Becerilerine ve Akademik Başarılarına Etkisi

Year 2019, Volume: 45 Issue: 45, 190 - 210, 03.01.2019

Abstract

Not alma, öğrenme-öğretme sürecinde
öğrenenin dikkatini öğrenilecek konuya vermesini sağlayan, etkili dinleme
becerisi geliştirmesine yardımcı olan ve öğrenmenin niteliğini artıran bir
eylemdir.  Eş zamanlı olarak öğrenenlerin
farklı duyularını kullanmalarına olanak tanıyan not alma eylemi etkin bir
öğrenme faaliyetinin gerçekleşmesinde önemli bir değişkendir. Not alma sürecinde
öğrenenlerin, sürece uyum sağlamakta, öğretmenlerin hızlarına yetişmede veya
hazır bulunuşluklarının düşük olduğu durumlarda yeni öğrenme malzemesinin
önemli bölümlerini ayırt etmekte sorun yaşamaları olasıdır. Örgütleyici yapı
iskelesi not alma tekniği, öğrenenlere anlamlı ve düzenli not almaya ilişkin
kolaylık sağlayan bir teknik olarak bazı eğitimciler tarafından tercih
edilmektedir.  Bu bağlamda, karma
nitelikli bu araştırmada katılımcıların not alma biçimleri ile performansları
arasındaki ilişkinin saptaması amaçlanmıştır. Araştırmanın çalışma grubunu bir
devlet üniversitesindeki eğitim fakültesi öğrencileri oluşturmaktadır. 60
öğrencinin yer aldığı araştırmada deney grubunda örgütleyici yapı iskelesi not
alma tekniği uygulanırken, kontrol grubu deney sürecinde not alma konusunda kendi
tercihlerine bırakılmıştır. Elde edilen verilerin çözümlenmesi sonucunda deney
grubundaki katılımcıların örgütleyici yapı iskelesi not alma puanları ile konu
alanı performans puanları arasında pozitif yönde kuvvetli bir ilişki olduğu
görülmüştür. Yapılan yarı-yapılandırılmış görüşmeler neticesinde örgütleyici
yapı iskelesi not alma tekniğinin katılımcılara konunun bütününe hakim
olabilme, ön bilgilerle ilişkilendirebilme, öğretim elemanının hızına uyum
sağlayabilme, anlaşılır ve rasyonel not tutabilme gibi üstünlükleri olduğunu
ortaya konmuştur. 

References

  • Austin, J. L., Lee, M. G., Thibeault, M. D., Carr, J. E., & Bailey, J. S. (2002). Effects of guided notes on university students’ responding and recall of information. Journal of Behavioral Education, 11, 243–254.
  • Baki, A. (2008). Kuramdan uygulamaya matematik eğitimi. Ankara: Harf Eğitim Yayıncılığı.
  • Boch, F. & Piolat, A. (2005). Note taking and learning: A summary of research. The WAC Journal, 16, 101-113.
  • Bonner, J.M. & Holliday, W.G. (2006). How college science students engage in note-taking strategies. Journal of Research in Science Teaching, 43 (8), 786-818.
  • Boyle, J. R. ve Forchelli, G. A. (2014). Differences in the note-taking skills of students with high achievement, average achievement, and learning disabilities. Learning and Individual Differences, 35(2014), 9-14.
  • Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, and experience & school. Washington, DC: National Academy Press.
  • Castello, M & Monereo. C. (2005). Students’ note-taking as a knowledge construction tool. Educational Studies in Language and Literature, 5, 265-285.
  • Chandler, C. (2017). Improving student note-taking skills. The Education Diges, 82(7), 54-56.
  • Chaudron, C., Loschky, L., and Cook, J. (1994). Second language listening comprehension and lecture note taking. In J. Flowerdew (Ed.), Academic listening: research perspectives. Cambridge: Cambridge University Press.
  • Çetingöz, D. (2006). Not alma stratejisinin öğretimi tarih başarısı, hatırda tutma ve başarı güdüsü. Yayımlanmamış Doktora Tezi. Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Creswell, J. W. (1998). Qualitative and inquiry and research design choosing among five traditions. Thousand Oaks: Sage Publications.
  • Creswell, J. W. (2003). Research design qualitative and quantative and mixed methods approaches. Thousand Oaks: Sage Publications.
  • DeZure, D., Kaplan, M, & Deerman, M.A. (2001). Research on student notetaking: Implications for faculty and graduate student instructors. CRLT Occasional Paper No. 16. University of Michigan.
  • Di Vesta, F. J., & Gray, G. S. (1972). Listening and note taking. Journal of Educational Psychology, 63(1), 8-14. Retrieved from http://dx.doi.org/10.1037/h0032243
  • Durukan, E. ve Maden, S. (2010). Kavram haritaları ile not tutmanın ilköğretim öğrencilerinin dinlediğini anlama becerisi üzerine etkisi. ODÜ Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 1(2), 63-70.
  • Fiorella, L., & Mayer, R. E. (2016). Eight ways to promote generative learning. Educational Psychology Review, 28(4), 717-741.
  • Friedman, M. C. (2017). Notes on note-taking: Review of research and insights for students and instructors. Harvard Initiative for Learning and Teaching, http://hilt. harvard. edu/files/hilt/files/notetaking_0. pdf. Mihaly Csikszentmihalyi. Flow: The Psychology of Optimal Experience. New York.
  • Gleason, J. (2012). An investigation of lecture note-taking skills of adolescents with and without Attention Deficit/Hyperactive Disorder: An extension of previous research. (Doctoral dissertation). Columbia University, United States.
  • Greene, J. C., Krayder, H., & Mayer, E. (2005). Combining Qualitative and Quantitative Methods in Social Inquiry. In B. Somekh & C. Lewin (Eds.). Research Methods in the Social Sciences (p. 275-282). London: Sage Publishing.
  • Hu, D. (2006). The effects of scaffolding on the performance of students in Computer-based concept linking and retention of comprehension. {Unpublished Ph.D. thesis in Curriculum and Instruction, (Instructional Design and Technology)}, Virginia Polytechnic Institute and State University, Blacksburg, Virginia
  • Ilter, I. (2017). Note taking skills instruction for development of middle school students’ note taking performance. Psychology in the Schools, 54(6), 596-611.
  • Jairam, D. & Kiewra, K. A. (2009). An investigation of the SOAR study method. Journal of Advanced Academies, 20(4), 602-629.
  • Johnson, R. B. & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33 (7), 14–26.
  • Karasar, N. (2002). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Khosravi, S. K. (2017). The effect of symmetrical scaffolding on the reading comprehension of Iranian EFL learners. International Journal of Psychological and Brain Sciences, 2(4), 95-99.
  • Kiewra, K. A. (1984). Implications for notetaking based on relationships between notetaking variables and achievement measures. Read. Improv. 21: 145-149.
  • Kiewra, K. A. (1985). Learning from a lecture: an investigation of note taking, review and attendance at a lecture. Human Learning, 4, 73–77.
  • Kiewra, K. A. (1987). Note taking and review: The research and its implications. Journal of Instructional Science, 16, 233-249.
  • Kiewra, K. A. (1989). A review of note taking. The encoding storage paradigm and beyond. Educational Psychology Review, 1, 147-172.
  • Kiewra, K. A. (2005). Learn how to study and SOAR to success. Upper Saddle River, NJ: Pearson Prentice Hall
  • Kiewra, K.A., Benton, S.L., Kim, S., Risch, N., & Christensen, M. (1995). Effects of note-taking format and study technique on recall and relational performance. Contemporary Educational Psychology, 20, 172-187.
  • Kobayashi, K. (2005). What limits the encoding effect of note-taking? A meta-analytic examination. Contemporary Educational Psychology, 30, 242-262.
  • Kobayashi, K. (2006). Combined effects of note-taking/-reviewing on learning and the enhancement through interventions: A meta-analytic review. Educational Psychology, 26, 459-477.
  • Konrad, M., Joseph, L. M., & Eveleigh, E. (2009). A meta-analytic review of guided notes. Education and Treatment of Children, 32(3), 421-444.
  • Magno, C. (2010). The effect of scaffolding on children’s reading speed, reading anxiety, and reading proficiency. TESOL Journal, 3, 92-98.
  • Nakayama, M., Mutsuura, K. and Yamamoto, H. (2016). Lexical analysis of student’s learning activity during the giving of instructions for note-taking in a blended learning environment. IIJET, 6 (1), 1–6.
  • Oğuz, A. (1999). Derste not almanın öğrenme ve hatırlama düzeyine etkisi. Yayımlanmamış Doktora Tezi. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü.
  • Pardini, E. A., Domizi, D. P., Forbes, D. A., & Pettis, G. V. (2005). Parallel note-taking: A strategy for effective use of Webnotes. Journal of College Reading and Learning, 35, 38–55.
  • Petty, L., Sykes, K. & Dugger, L. (2017). Use of Infographics to Support Note Taking. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1752-1756). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 13, 2018 from https://www.learntechlib.org/p/177458/.
  • Poorahmadi, M. (2010). The effect of employing scaffolding strategies and classroom tasks in teaching reading comprehension. The Journal of TEFLL, 1(3), 87-106.
  • Quintus, L., Borr, M., Duffield, S., Napoleon, L., & Welch, A. (2012). The impact of the Cornell note-taking method on students’ performance in a high school family and consumer sciences class. Journal of Family and Consumer Sciences, 30(1), 27-38.
  • Rachal, K. C., Daigle, S., & Rachal, W. S. (2007). Learning problems reported by college students: Are they using learning strategies? Journal of Instructional Psychology, 34, 191–199.
  • Robinson, C. (2018). Note-taking strategies in the science classroom. Science Scope, 41(6), 22-25.
  • Robinson, D. H., Katayama, A. D., Odom, A. B. S., His, Y., & Vanderveen, A. (2006). Increasing text comprehension and graphic note taking using a partial graphic organizer. Journal of Educational Research, 100, 103-111.
  • Tabak, G. ve Karadüz, G. (2016). Türkçe öğretmeni adaylarının dinlerken not alma stilleri. Ana Dili Eğitimi Dergisi, 4(1), 73-83.
  • Tashakkori, A. & Creswell, J. (2007). Exploring the nature of research questions in mixed methods research. Journal of Mixed Methods Research, 1 (3), 207-211.
  • Williams, R. L. & Worth, S. L. (2002). Thinking skills and work habits: Contributors to course performance. The Journal of General Education, 51(3), 200-227.
  • Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24(4), 345–376.
  • Yazıcıoğlu. Y. & Erdoğan, S. (2004). SPSS uygulamalı bilimsel araştırma yöntemleri. Ankara: DetayYayıncılık.

The Effect of Organized Scaffolding Technique on Note-Taking Skills and Academic Achievement of Pre-Service Teachers

Year 2019, Volume: 45 Issue: 45, 190 - 210, 03.01.2019

Abstract

Note-taking is an action that helps the learner to pay attention to the topic to be learned in the learning-teaching process, aids to develop effective listening skills, and enhances the quality of learning. Note-taking enabling the learners to use different senses simultaneously is an important variable in the effective learning process. In the note-taking process, learners may have problems in adaptation to the process, in keeping up with the pace of teachers or in distinguishing important parts of the new learning materials in the situations where they are not ready. Organized scaffolding note-taking technique is preferred by some educators as a technique that provides easiness and meaningful note-taking for learners. Concordantly, the relationship between note-taking styles and academic achievement of the participants was aimed to detect in this mixed study. The working group of the study consisted of undergraduates attending the faculty of education at a state university. In the study where 60 students were involved, the control group was left to their own preference to take notes in the experimental process while being applied Organized scaffolding technique in the experimental group. As a result of the analysis of the data, it was found out that participants in the experimental group had a strong positive relationship between Organized scaffolding grade points and subject area performance scores. In consequence of the semi-structured interviews, it has been revealed that Organized scaffolding technique has the advantages of being able to have a comprehensive knowledge in the subject, to be able to relate to the preliminary information, to adapt to the speed of the instructor, and to keep rational and comprehensible notes.

References

  • Austin, J. L., Lee, M. G., Thibeault, M. D., Carr, J. E., & Bailey, J. S. (2002). Effects of guided notes on university students’ responding and recall of information. Journal of Behavioral Education, 11, 243–254.
  • Baki, A. (2008). Kuramdan uygulamaya matematik eğitimi. Ankara: Harf Eğitim Yayıncılığı.
  • Boch, F. & Piolat, A. (2005). Note taking and learning: A summary of research. The WAC Journal, 16, 101-113.
  • Bonner, J.M. & Holliday, W.G. (2006). How college science students engage in note-taking strategies. Journal of Research in Science Teaching, 43 (8), 786-818.
  • Boyle, J. R. ve Forchelli, G. A. (2014). Differences in the note-taking skills of students with high achievement, average achievement, and learning disabilities. Learning and Individual Differences, 35(2014), 9-14.
  • Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, and experience & school. Washington, DC: National Academy Press.
  • Castello, M & Monereo. C. (2005). Students’ note-taking as a knowledge construction tool. Educational Studies in Language and Literature, 5, 265-285.
  • Chandler, C. (2017). Improving student note-taking skills. The Education Diges, 82(7), 54-56.
  • Chaudron, C., Loschky, L., and Cook, J. (1994). Second language listening comprehension and lecture note taking. In J. Flowerdew (Ed.), Academic listening: research perspectives. Cambridge: Cambridge University Press.
  • Çetingöz, D. (2006). Not alma stratejisinin öğretimi tarih başarısı, hatırda tutma ve başarı güdüsü. Yayımlanmamış Doktora Tezi. Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Creswell, J. W. (1998). Qualitative and inquiry and research design choosing among five traditions. Thousand Oaks: Sage Publications.
  • Creswell, J. W. (2003). Research design qualitative and quantative and mixed methods approaches. Thousand Oaks: Sage Publications.
  • DeZure, D., Kaplan, M, & Deerman, M.A. (2001). Research on student notetaking: Implications for faculty and graduate student instructors. CRLT Occasional Paper No. 16. University of Michigan.
  • Di Vesta, F. J., & Gray, G. S. (1972). Listening and note taking. Journal of Educational Psychology, 63(1), 8-14. Retrieved from http://dx.doi.org/10.1037/h0032243
  • Durukan, E. ve Maden, S. (2010). Kavram haritaları ile not tutmanın ilköğretim öğrencilerinin dinlediğini anlama becerisi üzerine etkisi. ODÜ Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 1(2), 63-70.
  • Fiorella, L., & Mayer, R. E. (2016). Eight ways to promote generative learning. Educational Psychology Review, 28(4), 717-741.
  • Friedman, M. C. (2017). Notes on note-taking: Review of research and insights for students and instructors. Harvard Initiative for Learning and Teaching, http://hilt. harvard. edu/files/hilt/files/notetaking_0. pdf. Mihaly Csikszentmihalyi. Flow: The Psychology of Optimal Experience. New York.
  • Gleason, J. (2012). An investigation of lecture note-taking skills of adolescents with and without Attention Deficit/Hyperactive Disorder: An extension of previous research. (Doctoral dissertation). Columbia University, United States.
  • Greene, J. C., Krayder, H., & Mayer, E. (2005). Combining Qualitative and Quantitative Methods in Social Inquiry. In B. Somekh & C. Lewin (Eds.). Research Methods in the Social Sciences (p. 275-282). London: Sage Publishing.
  • Hu, D. (2006). The effects of scaffolding on the performance of students in Computer-based concept linking and retention of comprehension. {Unpublished Ph.D. thesis in Curriculum and Instruction, (Instructional Design and Technology)}, Virginia Polytechnic Institute and State University, Blacksburg, Virginia
  • Ilter, I. (2017). Note taking skills instruction for development of middle school students’ note taking performance. Psychology in the Schools, 54(6), 596-611.
  • Jairam, D. & Kiewra, K. A. (2009). An investigation of the SOAR study method. Journal of Advanced Academies, 20(4), 602-629.
  • Johnson, R. B. & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33 (7), 14–26.
  • Karasar, N. (2002). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Khosravi, S. K. (2017). The effect of symmetrical scaffolding on the reading comprehension of Iranian EFL learners. International Journal of Psychological and Brain Sciences, 2(4), 95-99.
  • Kiewra, K. A. (1984). Implications for notetaking based on relationships between notetaking variables and achievement measures. Read. Improv. 21: 145-149.
  • Kiewra, K. A. (1985). Learning from a lecture: an investigation of note taking, review and attendance at a lecture. Human Learning, 4, 73–77.
  • Kiewra, K. A. (1987). Note taking and review: The research and its implications. Journal of Instructional Science, 16, 233-249.
  • Kiewra, K. A. (1989). A review of note taking. The encoding storage paradigm and beyond. Educational Psychology Review, 1, 147-172.
  • Kiewra, K. A. (2005). Learn how to study and SOAR to success. Upper Saddle River, NJ: Pearson Prentice Hall
  • Kiewra, K.A., Benton, S.L., Kim, S., Risch, N., & Christensen, M. (1995). Effects of note-taking format and study technique on recall and relational performance. Contemporary Educational Psychology, 20, 172-187.
  • Kobayashi, K. (2005). What limits the encoding effect of note-taking? A meta-analytic examination. Contemporary Educational Psychology, 30, 242-262.
  • Kobayashi, K. (2006). Combined effects of note-taking/-reviewing on learning and the enhancement through interventions: A meta-analytic review. Educational Psychology, 26, 459-477.
  • Konrad, M., Joseph, L. M., & Eveleigh, E. (2009). A meta-analytic review of guided notes. Education and Treatment of Children, 32(3), 421-444.
  • Magno, C. (2010). The effect of scaffolding on children’s reading speed, reading anxiety, and reading proficiency. TESOL Journal, 3, 92-98.
  • Nakayama, M., Mutsuura, K. and Yamamoto, H. (2016). Lexical analysis of student’s learning activity during the giving of instructions for note-taking in a blended learning environment. IIJET, 6 (1), 1–6.
  • Oğuz, A. (1999). Derste not almanın öğrenme ve hatırlama düzeyine etkisi. Yayımlanmamış Doktora Tezi. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü.
  • Pardini, E. A., Domizi, D. P., Forbes, D. A., & Pettis, G. V. (2005). Parallel note-taking: A strategy for effective use of Webnotes. Journal of College Reading and Learning, 35, 38–55.
  • Petty, L., Sykes, K. & Dugger, L. (2017). Use of Infographics to Support Note Taking. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1752-1756). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 13, 2018 from https://www.learntechlib.org/p/177458/.
  • Poorahmadi, M. (2010). The effect of employing scaffolding strategies and classroom tasks in teaching reading comprehension. The Journal of TEFLL, 1(3), 87-106.
  • Quintus, L., Borr, M., Duffield, S., Napoleon, L., & Welch, A. (2012). The impact of the Cornell note-taking method on students’ performance in a high school family and consumer sciences class. Journal of Family and Consumer Sciences, 30(1), 27-38.
  • Rachal, K. C., Daigle, S., & Rachal, W. S. (2007). Learning problems reported by college students: Are they using learning strategies? Journal of Instructional Psychology, 34, 191–199.
  • Robinson, C. (2018). Note-taking strategies in the science classroom. Science Scope, 41(6), 22-25.
  • Robinson, D. H., Katayama, A. D., Odom, A. B. S., His, Y., & Vanderveen, A. (2006). Increasing text comprehension and graphic note taking using a partial graphic organizer. Journal of Educational Research, 100, 103-111.
  • Tabak, G. ve Karadüz, G. (2016). Türkçe öğretmeni adaylarının dinlerken not alma stilleri. Ana Dili Eğitimi Dergisi, 4(1), 73-83.
  • Tashakkori, A. & Creswell, J. (2007). Exploring the nature of research questions in mixed methods research. Journal of Mixed Methods Research, 1 (3), 207-211.
  • Williams, R. L. & Worth, S. L. (2002). Thinking skills and work habits: Contributors to course performance. The Journal of General Education, 51(3), 200-227.
  • Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24(4), 345–376.
  • Yazıcıoğlu. Y. & Erdoğan, S. (2004). SPSS uygulamalı bilimsel araştırma yöntemleri. Ankara: DetayYayıncılık.
There are 49 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Buket Aslandağ

Gökhan Çetinkaya

Publication Date January 3, 2019
Submission Date May 21, 2018
Acceptance Date September 17, 2018
Published in Issue Year 2019 Volume: 45 Issue: 45

Cite

APA Aslandağ, B., & Çetinkaya, G. (2019). Örgütleyici Yapı İskelesi Tekniğinin Öğretmen Adaylarının Not Alma Becerilerine ve Akademik Başarılarına Etkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45(45), 190-210.