80
Views
9
CrossRef citations to date
0
Altmetric
Original Articles

El conocimiento estratégico en la toma de apuntes: un estudio en la educación superior

Strategic knowledge in note-taking: An study in High Education

&
Pages 25-42 | Received 01 Mar 1998, Accepted 01 Oct 1998, Published online: 23 Jan 2014

Referencias

  • Brown, A. & Campione, J. (1990). Communities of learning and thinking, or a context by any other name. Contributions to Human Development, 21, 108–126.
  • Bransford, J., Vye, N., Kinzer, Ch. & Risko, V. (1990). Teaching Thinking and Content Knowledge: Toward an Integrated Approach. En B. Jones & L. Idol (Eds.), Dimensions of Thinking and Cognitive Instruction (pp. 381–413). Hillsdale, NJ: Lawrence Erlbaum Asso.
  • Camps, A. y Dolz, J. (Coords.) (1995). Enseñar a argumentar: un desafío para la escuela actual. Comunicación Lenguaje & Educación, 26, 5–94
  • Castelló, M. y Monereo, C. (1996). Un estudio empírico sobre la enseñanza y el aprendizaje de estrategias para la composición escrita de textos argumentativos. Infancia y Aprendizaje, 74, 39–55.
  • Claxton, G. (1994). Educando mentes curiosas. Madrid: Visor.
  • Hegarty, M. & Steinhoff, K. (1997). Individual differences in use of diagrams as external memory in mechanical reasoning. Learning and Individual differences, 9 (1), 19–42.
  • Hughes, Ch. A. & Suritsky, S. K. (1994). Note-Taking of university students with and without learning disabilities. Journal of Learning Disabilities, 27 (1), 20–24.
  • Kamhi-Stein, L. (1993). Summarization, Notetaking, and Mapping Techniques: Lessons for L2 Reading Instruction. Paper. Review Literature (070).
  • Kiewra, K. A. (1988). Cognitive Aspects of Autonomous Note Taking: Control Processes, learning Strategies, and Prior Knowledge. Educational Psychologist, 23 (1), 39–56.
  • King, A. (1992). Comparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning From Lectures. American Educational Research Journal, 29 (2), 303–323.
  • Lorch, R. F., Lorch, E. P. & Klusewitz, M. A. (1993). College students' Conditional Knowledge About Reading. Journal of Educational Psychology, 85, 2, 239–252.
  • Mateos, M. M. (1999). Metacognición en expertos y novatos. En C. Monereo y J. I. Pozo (Coords.), El aprendizaje estratégico. Madrid: Santillana.
  • Monereo, C. y Pérez Cabaní, M. L. (1996). La incidencia de la toma de apuntes sobre el aprendizaje significativo. Un estudio de enseñanza superior. Infancia y Aprendizaje, 73, 65–86.
  • Monereo, C., Castelló, M., Clariana, M., Palma, M. y Pérez, M. L. (1994). Estrategias de enseñanza y aprendizaje. Barcelona: Graó (5ta edición: 1998).
  • Monereo, C., Barberà, E., Castelló, M., Gómez, I. Pé;rez, M. L. y Valls, E. (1997). Un estudi preliminar sobre la presa d'apunts dels estudiants universitaris. Articles, 13, 47–64.
  • Monereo, C., Carretero, R. Castelló;, M., Gómez, I. y Pérez, M. L. (1999). Toma de apuntes en estudiantes universitarios: descripción de las condiciones de un escenario específico. En C. Monereo y J. I. Pozo (Coords.), El Aprendizaje Estratégico. Madrid: Santillana
  • Paris, S. G., Lipson, M. Y. & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293–316.
  • Prawat, R. (1996). Aprender como forma de acceder al conocimiento. Kikiriki, 42–43, 63–89.
  • Shambaugh, R. N. (1994). Personalized Meanings: The cognitive Potentials of Visual Notetaking. Paper presented at the Annual Eastern Educational Research Association Conference (Sarasota, FL, February 9–12).
  • Stahl, N. A., King, J. R. & Henk, W. A. (1991). Enhancing students' notetaking through training and evaluation. Journal of Reading, 34 (8), 614–622.
  • Van Meter, P., Yokoi, L. & Pressley, M. (1994). College Students' Theory of Note-Taking Derived From Their Perceptions of Note-Taking. Journal of Educational Psychology, 86 (3) 323–338.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.