Please use this identifier to cite or link to this item:
|Other Titles:||Effects of Shared Note-Taking and Questioning Review in Elementary School Computer Classes|
|Authors:||陳政煥 邱瓊慧 吳秋儀|
Cheng-Huan Chen Chiung-Hui Chiu Chiu-Yi Wu
Center for Educational Research and Evaluation
A note-taking activity involves two main processes: taking notes and reviewing notes. This study investigated the effects of integrating shared note-taking andquestioning review (including answering) in elementary school computer classes. A blog platforn1 was adopted and modified to allow students in a group to create and share notes and questions. Fifty hour students from 2 sixth-grade classes at an elementary school in southern Taiwan comprised the shared-questioning review group of this study. The experiment included 4 units and lasted 4 weeks in total. Each lesson was conducted in a computer classroom by a computer teacher at the participants' school. Students worked in pairs and sat next to each other to take notes individually while listening to a lesson. The students then proposed questions themselves to review the lesson. During the experiment, students could view the notes, questions, and answers of their partner via the blog or computer screen, give comments on the blog, or discuss the notes, questions, and answers with their partner directly. To understand the effects of shared questioning, this study fonned another group of 56 students from 2 sixth-grade classes at the same school to engage in a shared note-taking activity without shared-questioning review, but had students read their own notes independently in the review process. Our findings showed that the students in the shared-questioning review group could comprehend 25.80%-37.43% of the ideas presented during the lectures, and could pose comprehensive questions, but most students answered their questionsincompletely. We also found that the quality of students' notes had a significant effectiveness on the quality of the students' questions and answers, and prior knowledge and the quality of students' answers had a significant effectiveness on immediate achjevement and retention. However, no significant differences in immediate achievement and retention were found between the shared-questioning revi
|Appears in Collections:||當代教育研究|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.