The effect of guided note taking during lectures on Thai university students’ understanding of electromagnetism

References

• Akinoglu , O. and Yasar , Z. 2007 . The effect of note taking in science education through the mind mapping technique on students’ attitudes, academic achievement and concept learning . Journal of Baltic Science Education , 6 ( 3 ) : 34 – 43 .
   Google Scholar
• Andresen , L.W. 1984 . Lecturing to large groups: A guide to doing it less but better , Vol. 24 , Kensington , , Australia : University of New South Wales .
   Google Scholar
• Annis , L.F. 1981 . Effect of preference for assigned lecture notes on student achievement . Journal of Educational Research , 74 ( 3 ) : 179 – 82 .
   Web of Science ®Google Scholar
• Austin , J.L. , Lee , M. and Carr , J.P. 2004 . The effects of guided notes on undergraduate students’ recording of lecture content . Journal of Instructional Psychology , 31 ( 4 ) : 314 – 7 .
   Google Scholar
• Barman , C.R. and Allard , D.W. The learning cycle and college science teaching . Paper presented at the Annual International Conference of the National Institute for Staff and Organizational Development on Teaching Excellence and Conference of Administrators . May 23–29 , Austin , TX .
   Google Scholar
• Barnett , J.E. 2003 . Do instructor‐provided on‐line notes facilitate student learning . The Journal of Interactive Online Learning , 2 ( 2 ) : 1 – 7 .
   Google Scholar
• Biehler , R.F. and Snowman , J. 1976 . Psychology applied to teaching, , 4th ed. , Boston , MA : Houghton Mifflin .
   Google Scholar
• Boekaerts , M. , Pintrich , P.R. and Zeidner , M. 2000 . Handbook of self‐regulation, , 5th ed. , San Diego , CA : Academic Press .
   Google Scholar
• Bonner , J.M. and Holliday , W.G. 2006 . How college science students engage in note‐taking strategies . Journal of Research in Science Teaching , 43 ( 88 ) : 786 – 818 .
   Web of Science ®Google Scholar
• Boonklurb , N. 2000 . Current trends and main concerns as regards science curriculum in Thailand , UNESCO . http://www.ibe.unesco.org/curriculum/China/Pdf/IIthailand.pdf
   Google Scholar
• Boyle , J.R. 2001 . Enhancing the note‐taking skills of students with mild disabilities . Intervention in School and Clinic , 36 ( 4 ) : 221 – 4 .
   Web of Science ®Google Scholar
• Cohen , J. 1988 . Statistical power analysis for the behavioural sciences , New York : Erlbaum .
   Google Scholar
• Emarat , N. , Arayathanitkul , K. , Soankwan , C. , Chittaree , R. and Johnston , I. 2002 . The effectiveness of the Thai traditional teaching in the introductory physics course: A comparison with the US and Australian approaches . CAL‐laborate , 9 : 1 – 5 .
   Google Scholar
• Fry , G.W. 2002 . Synthesis report: From crisis to opportunity, the challenges of educational reform in Thailand Retrieved May 25, 2008, from http://www.onec.go.th/publication/4505905/fulltext.pdf
   Google Scholar
• Gulpinar , M.A. and Yegen , B.C. 2005 . Interactive lecturing for meaningful learning in large groups . Medical Teacher , 27 ( 2 ) : 590 – 4 .
   PubMed Web of Science ®Google Scholar
• Gunter , G.A. 2008 . The effects of the impact of instructional immediacy on cognition and learning in online classes . International Journal of Social Sciences , 2 ( 3 ) : 196 – 202 .
   Google Scholar
• Hughes , C.A. and Suritsky , S.K. 1994 . Note‐taking skills of university students with and without learning disabilities . Journal of Learning Disabilities , 27 ( 1 ) : 20 – 4 .
   PubMed Web of Science ®Google Scholar
• Institute for the Promotion of Teaching Science and Technology (IPST) . 2008 . National science curriculum standards: The Basic Education Curriculum B.E.2544 Retrieved May 14, 2008, from http://kroo.ipst.ac.th/ipst/eng/curriculum/ScienceCurriculum.pdf
   Google Scholar
• Isaacs , G. 1994 . Lecturing practices and note‐taking purposes . Studies in Higher Education , 19 ( 2 ) : 203 – 16 .
   Web of Science ®Google Scholar
• Jones , S.E. 2007 . Reflections on the lecture: Outmoded medium or instrument of inspiration . Journal of Further and Higher Education , 31 ( 4 ) : 397 – 406 .
   Google Scholar
• Katayama , A.D. Getting students involved in note taking: Why partial notes benefit learners more than complete notes . Paper presented at the annual meeting of the Mid‐South Educational Research Association . November 12–14 , Memphis , TN .
   Google Scholar
• Katayama , A.D. , Crooks , S.M. and Weiler , W. Constructing and studying notes from on‐line text: Why filling the blanks in a ‘partial‐notes’ format may lead to higher performance on delayed higher‐order tests . Paper presented at the annual meeting of the American Research Association . April 24–28 , New Orleans , LA .
   Google Scholar
• Katayama , A.D. and Robinson , D.H. 2000 . Getting students partially involved in note‐taking using graphic organizers . Journal of Experimental Education , 68 ( 2 ) : 119 – 33 .
   Web of Science ®Google Scholar
• Kiewra , K.A. 1985a . Investigating note taking and review: A depth of processing alternative . Educational Psychologist , 20 ( 1 ) : 23 – 32 .
   Web of Science ®Google Scholar
• Kiewra , K.A. 1985b . Providing the instructor’s notes: An effective addition to student note taking . Educational Psychologist , 20 ( 1 ) : 33 – 9 .
   Web of Science ®Google Scholar
• Kiewra , K.A. 1988 . Cognitive aspects of autonomous note taking: Control processes, learning strategies, and prior knowledge . Educational Psychologist , 23 ( 1 ) : 39 – 51 .
   Web of Science ®Google Scholar
• Kiewra , K.A. 2002 . How classroom teachers can help students learn and teach them how to learn . Theory into Practice , 41 ( 2 ) : 71 – 80 .
   Web of Science ®Google Scholar
• Kiewra , K.A. , Dubois , N.F. , Christian , D. and McShane , A. 1988 . Providing study notes: Relation of three types of notes for review . Journal of Educational Psychology , 80 : 595 – 7 .
   Web of Science ®Google Scholar
• Kiewra , K.A. and Frank , B.M. 1988 . Encoding and external‐storage effects of personal lecture notes, skeletal notes, and detailed notes for field‐independent and field‐dependent learners . Journal of Educational Research , 81 ( 3 ) : 143 – 8 .
   Web of Science ®Google Scholar
• Kiewra , K.A. and Mayer , R.E. 1997 . Effects of advance organizers and repeated presentations on students’ learning . Journal of Experimental Education , 65 ( 2 ) : 147 – 59 .
   Web of Science ®Google Scholar
• Kiewra , K.A. , Mayer , R.E. , Christensen , M. , Sung‐Il , K. and Risch , N. 1991 . Effects of repetition on recall and note‐taking: Strategies for learning from lectures . Journal of Educational Psychology , 83 ( 1 ) : 120 – 3 .
   Web of Science ®Google Scholar
• Kobayashi , K. 2006 . Combined effects of note‐taking‐reviewing on learning and the enhancement through interventions: A meta‐analytic review . Educational Psychology , 26 ( 3 ) : 459 – 77 .
   Google Scholar
• Lehrl , S. and Fischer , B. 1990 . A basic information psychological parameter (BIP) for the reconstruction of concepts of intelligence . European Journal of Personality , 4 : 259 – 86 .
   Web of Science ®Google Scholar
• Maloney , D.P. , O’Kuma , T.L. , Hieggelke , C.J. and Heuvelen , A.V. 2001 . Surveying students’ conceptual knowledge of electricity and magnetism . American Journal of Physics , 69 ( 7 ) : S12 – 23 .
   Web of Science ®Google Scholar
• Meltzer , D.E. and Manivannan , K. 2002 . Transforming the lecture‐hall environment: The fully interactive physics lecture . American Journal of Physics , 70 ( 6 ) : 639 – 54 .
   Web of Science ®Google Scholar
• Middendorf , J. and Kalish , A. 1996 . The ‘change‐up’ in lectures . The National Teaching and Learning Forum , 5 ( 2 ) : 1 – 5 .
   Google Scholar
• Morgan , C.H. , Lilley , J.D. and Boreham , N.C. 1988 . Learning from lecture: The effect of varying the detail in lecture handouts on note‐taking and recall . Applied Cognitive Psychology , 2 ( 2 ) : 115 – 22 .
   Web of Science ®Google Scholar
• Narjaikaew , P. , Emarat , N. , Soankwan , C. and Cowie , B. 2006 . “ Year‐1 Thai university students’ conceptions of electricity and magnetism ” . In Science and technology education research papers , 75 – 95 . Hamilton , , New Zealand : University of Waikato .
   Google Scholar
• Neef , N.A. , McCord , B.E. and Ferreri , S.J. 2006 . Effect of guided notes versus completed notes during lectures on college students’ quiz performance . Journal of Applied Behavior Analysis , 39 ( 1 ) : 123 – 30 .
   PubMed Web of Science ®Google Scholar
• Office of the National Education Commission (ONEC) . 2001 . Thailand educational statistics report 2000 , Bangkok : ONEC .
   Google Scholar
• Office of the Education Council (OEC) . 2004 . Education in Thailand 2004 , Bangkok : OEC .
   Google Scholar
• Peper , R.J. and Mayer , R.E. 1978 . Note taking as a generative activity . Journal of Educational Psychology , 70 ( 4 ) : 514 – 22 .
   Web of Science ®Google Scholar
• Piepmeier , E. 1998 . Use of concept tests in a large lecture course to provide active student involvement and peer teaching . American Journal of Pharmaceutical Education , 62 ( 3 ) : 347 – 51 .
   Web of Science ®Google Scholar
• Piolat , A. , Olive , T. and Kellogg , R.T. 2005 . Cognitive effort during note taking . Applied Cognitive Psychology , 19 ( 3 ) : 291 – 312 .
   Web of Science ®Google Scholar
• Pozzer‐Ardenghi , L. and Roth , W.‐M. 2007 . On performing concepts during science lectures . Science Education , 91 ( 1 ) : 96 – 114 .
   Web of Science ®Google Scholar
• Robin , A. , Foxx , R.M. , Martello , J. and Archable , C. 1977 . Teaching note‐taking skills to under achieving college students . Journal of Educational Research , 71 ( 2 ) : 81 – 5 .
   Web of Science ®Google Scholar
• Robinson , D.H. 1998 . Graphic organizers as aids to text learning . Reading Research and Instruction , 37 ( 32 ) : 85 – 105 .
   Google Scholar
• Robinson , D.H. and Kiewra , K.A. 1995 . Visual argument: Graphic organizers are superior to outlines in improving learning from text . Journal of Educational Psychology , 87 ( 3 ) : 455 – 67 .
   Web of Science ®Google Scholar
• Roy , H. 2003 . Studio vs. interactive lecture demonstration – effects on student learning . Bioscience , 29 ( 1 ) : 3 – 6 .
   Google Scholar
• Sandoval , J. 1996 . Constructivism, consultee‐centered consultation, and conceptual change . Journal of Educational and Psychological Consultation , 7 ( 1 ) : 89 – 97 .
   Web of Science ®Google Scholar
• Skelton , A. 2002 . Towards inclusive learning environments in higher education? Reflections on a professional development course for university lectures . Teaching in Higher Education , 7 ( 2 ) : 193 – 214 .
   Google Scholar
• Soankwan , C. , Emarat , N. , Arayathanitkul , K. and Chitaree , R. 2007 . Physics education in Thailand . International Commission on Physics Education Newsletters , : 6 – 8 .
   Google Scholar
• Stencel , J.E. 2001 . Note‐taking techniques in the science classroom . Journal of College Science Teaching , 30 ( 6 ) : 403 – 5 .
   Google Scholar
• Sweller , J. and Chandler , P. 1991 . Evidence for cognitive load theory . Cognition and Instruction , 8 ( 4 ) : 351 – 62 .
   Web of Science ®Google Scholar
• Thomas , G.S. 1978 . Use of student notes and lecture summaries as study guides for recall . Journal of Educational Research , 71 ( 6 ) : 316 – 9 .
   Web of Science ®Google Scholar
• UNESCO . 2008 . Secondary education regional information base: Country profile – Thailand , Bangkok : UNESCO .
   Google Scholar
• Wilson , K. and Korn , J.H. 2007 . Attention during lectures: Beyond ten minutes . Teaching of Psychology , 34 ( 2 ) : 85 – 9 .
   Web of Science ®Google Scholar