Special Education Teacher Candidates' Views on Guided Notes

Öz

Guided notes are structured handouts prepared by the instructor that contain the main outline of a lecture but leave key concepts, definitions, or relationships blank for students to fill in during class. This instructional strategy aims to help students focus during the lesson, reduce their cognitive load, and process information more effectively. This study aims to investigate the views and experiences of teacher candidates enrolled in the Special Education Teaching undergraduate program regarding the guided notes used in the course Teaching Social Adaptation Skills in Special Education. A total of 48 teacher candidates voluntarily participated in the study, which employed a descriptive survey design. Data were collected via a data collection tool developed by the researchers, consisting of a 10-item five-point Likert-type questionnaire and two open-ended questions. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through thematic analysis. The findings show that students' overall perceptions of guided notes were moderately positive (X̄ = 3.24). Of the participants, 64.6% stated that they found the lessons in which guided notes were used more productive than those in which they were not. Teacher candidates' first-hand experience with guided notes may contribute to their understanding and implementation of structured and inclusive instructional strategies in their future professional practice. The results of the study indicate that guided notes are an effective instructional strategy that supports the learning processes of special education teacher candidates, increases their active participation in the lesson, and makes a positive contribution to their perceptions of academic achievement.

Anahtar Kelimeler

• Guided notes
• special education
• teacher candidates
• note-taking
• instructional strategies

Etik Beyan

Author Contributions: All authors contributed equally to all stages of the manuscript and approved the final version of the manuscript. Ethical Declaration: This study was conducted with the approval of the Düzce University Ethics Committee, granted at its 6th meeting held on April 30, 2025 (Document No. 567195). Conflict of Interest: The authors declare that they have no conflicts of interest with any institution or individual in relation to this study. Declaration of Generative AI Use: Generative artificial intelligence tools were used in this study solely as an aid for grammar checking, correcting spelling errors, and improving the academic fluency of the manuscript. The ideas, analyses, and writing of the manuscript are entirely those of the authors.

Özel Eğitim Öğretmen Adaylarının Rehberli Notlara İlişkin Görüşleri

Öz

Rehberli notlar, öğretim elemanı tarafından hazırlanan, dersin ana hatlarını içeren ancak öğrencilerin ders sırasında doldurması için anahtar kavramların, tanımların veya ilişkilerin boş bırakıldığı yapılandırılmış materyallerdir. Bu öğretim stratejisi, öğrencilerin derse odaklanmalarını, bilişsel yüklerini azaltmalarını ve bilgiyi daha etkili biçimde işlemelerini desteklemeyi amaçlamaktadır. Bu araştırma, Özel Eğitim Öğretmenliği lisans programında öğrenim gören öğretmen adaylarının, Özel Eğitimde Sosyal Uyum Becerilerinin Öğretimi dersinde kullanılan rehberli notlara ilişkin görüş ve deneyimlerini incelemeyi amaçlamaktadır. Betimsel tarama modeliyle desenlenen çalışmaya, 48 öğretmen adayı gönüllü olarak katılmıştır. Veriler, araştırmacılar tarafından geliştirilen 10 maddelik beşli Likert tipi anket ve iki açık uçlu sorudan oluşan bir veri toplama aracıyla elde edilmiştir. Nicel veriler betimsel istatistiklerle, nitel veriler ise tematik analizle çözümlenmiştir. Bulgular, öğrencilerin rehberli notlara yönelik genel algılarının orta-olumlu düzeyde olduğunu (X̄ = 3,24) göstermektedir. Katılımcıların %64,6'sı rehberli notların kullanıldığı dersleri, kullanılmayan derslere göre daha verimli bulduğunu ifade etmiştir. Öğretmen adaylarının rehberli notları bizzat deneyimlemeleri, gelecekteki mesleki uygulamalarında yapılandırılmış ve kapsayıcı öğretim stratejilerini anlamalarına ve uygulamalarına katkı sağlayabilir. Araştırma sonuçları, rehberli notların özel eğitim öğretmen adaylarının öğrenme süreçlerini destekleyen, derse aktif katılımlarını artıran ve akademik başarı algılarına olumlu katkı sunan etkili bir öğretim stratejisi olduğunu göstermektedir.

Anahtar Kelimeler

• Rehberli notlar
• özel eğitim
• öğretmen adayları
• not tutma
• öğretim stratejileri

Etik Beyan

Yazar Katkı Oranı: Tüm yazarlar makalenin tüm süreçlerinde eşit oranda rol almışlardır. Tüm yazarlar çalışmanın son halini okumuş ve onaylamıştır. Etik Kurul Beyanı: Bu çalışma Düzce Üniversitesi Etik Kurulunun (Evrak No. 567195) 30.04.2025 tarihli 6. toplantısında alınan onay kararı ile yürütülmüştür. Çatışma Beyanı: Yazarlar çalışma kapsamında herhangi bir kurum veya kişi ile çıkar çatışması bulunmadığını beyan etmektedir. Üretken Yapay Zekâ Kullanım Beyanı: Bu çalışmada üretken yapay zekâ araçları, yalnızca dil bilgisi denetimi, yazım (imla) hatalarının düzeltilmesi ve metnin akademik dil akıcılığının sağlanması amacıyla yardımcı olarak kullanılmıştır. Fikirler, analizler ve makale yazımı yazarlara aittir.

Kaynakça

1. 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(4), 243–254. https://doi.org/10.1023/A:1021110922552
2. Austin, J. L., Lee, M., & Carr, J. E. (2004). The effects of guided notes on undergraduate students' recording of lecture content. Journal of Instructional Psychology, 31(4), 314–320. https://psycnet.apa.org/record/2004-22261-007
3. Aydın, Y. (2022). Not alma stratejisi araştırmalarının sistematik olarak incelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 42(2), 1555–1572. https://doi.org/10.17152/gefad.912361
4. Bayram, B., & Aktaş, E. (2021). Eğitim fakültesi öğrencilerinin kullandıkları not alma stratejileri üzerine bir inceleme. EKEV Akademi Dergisi, 25(85), 91–112. https://izlik.org/JA56CD89NH
5. Biggers, B., & Luo, T. (2020). Guiding students to success: A systematic review of research on guided notes as an instructional strategy from 2009-2019. Journal of University Teaching & Learning Practice, 17(3), 1–12. https://doi.org/10.53761/1.17.3.12
6. Bullock, E., Ray, A., Herron, J., & Swarthout, M. (2021). The GMaV conceptual framework: Constructing elementary pre-service teacher's mathematics vocabulary understanding through contextualized guided notes. Investigations in Mathematics Learning, 13(4), 287–302. https://doi.org/10.1080/19477503.2021.1985906
7. Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş., & Çakmak, E. K. (2015). Bilimsel araştırma yöntemleri. Pegem Akademi.
8. Chen, P. H., Teo, T., & Zhou, M. (2017). Effects of guided notes on enhancing college students' lecture note-taking quality and learning performance. Current Psychology, 36(4), 719–732. https://doi.org/10.1007/s12144-016-9459-6

9. Curiel, E. S., Rajter, M. A., Gomez-Alonso, J., & Walsh, M. E. (2025). A comparison of response cards and guided notes with college students. Journal of Behavioral Education, 1–13. https://doi.org/10.1007/s10864-025-09608-5
10. Dirks‐Naylor, A. J. (2022). The use of guided versus partially complete non‐guided note sets on the development of notetaking skills and academic behaviors in a health science professional degree program: Student perspectives. The FASEB Journal, 36, e22354. https://doi.org/10.1096/fasebj.2022.36.S1.R4629
11. Feudel, F., & Panse, A. (2022). Can guided notes support students' note-taking in mathematics lectures? International Journal of Research in Undergraduate Mathematics Education, 8, 8–35. https://doi.org/10.1007/s40753-021-00146-9
12. Guarochico-Moreira, V., Romero-Vera, A., Velasco-Galarza, V., Espinoza-Andaluz, M., Guaman-Quintanilla, S., & Ortiz-Rojas, M. (2024). The current status of guided note-taking: What we know and what we have yet to learn. In 2024 IEEE Frontiers in Education Conference (FIE) (pp. 1–9). IEEE. https://doi.org/10.1109/FIE61694.2024.10893130
13. Haydon, T., Mancil, G. R., Kroeger, S. D., McLeskey, J., & Lin, W. Y. J. (2011). A review of the effectiveness of guided notes for students who struggle learning academic content. Preventing School Failure: Alternative Education for Children and Youth, 55(4), 226–231. https://doi.org/10.1080/1045988X.2010.548415
14. Iannone, P., & Miller, D. (2019). Guided notes for university mathematics and their impact on students' note-taking behaviour. Educational Studies in Mathematics, 101(3), 387–404. https://doi.org/10.1007/s10649-018-9872-x
15. Karasar, N. (2007). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler. Nobel Yayın Dağıtım.
16. Kiewra, K. A. (1987). Notetaking and review: The research and its implications. Instructional Science, 16(3), 233–249. https://doi.org/10.1007/BF00120252
17. Konrad, M., Joseph, L. M., & Eveleigh, E. (2009). A meta-analytic review of guided notes. Education and Treatment of Children, 32(3), 421–444. https://doi.org/10.1353/etc.0.0066
18. Konrad, M., Joseph, L. M., & Itoi, M. (2011). Using guided notes to enhance instruction for all students. Intervention in School and Clinic, 46(3), 131–140. https://doi.org/10.1177/1053451210378163
19. Krapf, R., & Pfefferkorn, L. (2022). How does the provision of guided notes affect student learning in undergraduate mathematics? International Journal of Research in Undergraduate Mathematics Education, 8(3), 642–670. https://doi.org/10.1007/s40753-021-00160-x
20. Larwin, K. H., & Larwin, D. A. (2013). The impact of guided notes on post-secondary student achievement: A meta-analysis. International Journal of Teaching and Learning in Higher Education, 25(1), 47–58. https://eric.ed.gov/?id=EJ1016535
21. Neef, N. A., McCord, B. E., & Ferreri, S. J. (2006). Effects of guided notes versus completed notes during lectures on college students' quiz performance. Journal of Applied Behavior Analysis, 39(1), 123–130. https://doi.org/10.1901/jaba.2006.94-04
22. Oran, I., & Özmen, E. R. (2024). Secondary school students with learning disabilities and note-taking skills (challenges and solutions). Education and Culture, 9(26), 300–335. https://doi.org/10.35826/ijoecc.2832.
23. Piolat, A., Olive, T., & Kellogg, R. T. (2005). Cognitive effort during note taking. Applied Cognitive Psychology, 19(3), 291–312. https://doi.org/10.1002/acp.1086
24. Ruiz, S., Myers, A., Morano, S., & Barry, L. M. (2023). Impact of guided notes on graduate student retention of facts. College Teaching, 71(4), 273–280. https://doi.org/10.1080/87567555.2021.2021845
25. Worthington, D. L., & Levasseur, D. G. (2015). To provide or not to provide course PowerPoints? The impact of instructor-provided notes upon student attendance and performance. Computers & Education, 85, 14–22. https://doi.org/10.1016/j.compedu.2015.02.002
26. Yıldırım, M. (2026). The effects of note-taking methods on lasting learning: The role of motivation and cognitive load. Frontiers in Psychology, 16, 1697151. https://doi.org/10.3389/fpsyg.2025.1697151