« Prise de notes » : différence entre les versions
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=== D'où vient l'efficacité de la prise de notes ? === | === D'où vient l'efficacité de la prise de notes ? === | ||
* "Prior research has focused on two ways in which note taking can affect learning: '''encoding''' and '''external storage''' (see DiVesta & Gray, 1972; Kiewra, 1989). The encoding hypothesis suggests that the processing that occurs during the act of note taking improves learning and retention. The external-storage hypothesis touts the benefits of the ability to review material (even from notes taken by someone else). These two theories are not incompatible; students who both take and review" ([[Mueller_Oppenheimer_2014]]) | * "Prior research has focused on two ways in which note taking can affect learning: '''encoding''' and '''external storage''' (see DiVesta & Gray, 1972; Kiewra, 1989). The encoding hypothesis suggests that the processing that occurs during the act of note taking improves learning and retention. The external-storage hypothesis touts the benefits of the ability to review material (even from notes taken by someone else). These two theories are not incompatible; students who both take and review. The beneficial external-storage effect of notes is robust and uncontroversial (Kiewra, 1989). The encoding hypothesis has been supported by studies finding positive effects of note taking in the absence of review (e.g., Aiken, Thomas, & Shennum, 1975; Bretzing & Kulhavy, 1981; Einstein, Morris, & Smith, 1985); however, other results have been more mixed (see Kiewra, 1985; Kobayashi, 2005, for reviews). This inconsistency may be a result of moderating factors (Kobayashi, 2005), potentially including one’s note-taking strategy." ([[Mueller_Oppenheimer_2014]]) | ||
Version du 3 mai 2015 à 15:06
Définition
"... la PDN peut être définie comme une démarche active
d’enregistrement par écrit d’informations (Simonet & Simonet, 1988)." (Romainville_Noël_2003)
Synonymes
Ressources
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D'où vient l'efficacité de la prise de notes ?
- "Prior research has focused on two ways in which note taking can affect learning: encoding and external storage (see DiVesta & Gray, 1972; Kiewra, 1989). The encoding hypothesis suggests that the processing that occurs during the act of note taking improves learning and retention. The external-storage hypothesis touts the benefits of the ability to review material (even from notes taken by someone else). These two theories are not incompatible; students who both take and review. The beneficial external-storage effect of notes is robust and uncontroversial (Kiewra, 1989). The encoding hypothesis has been supported by studies finding positive effects of note taking in the absence of review (e.g., Aiken, Thomas, & Shennum, 1975; Bretzing & Kulhavy, 1981; Einstein, Morris, & Smith, 1985); however, other results have been more mixed (see Kiewra, 1985; Kobayashi, 2005, for reviews). This inconsistency may be a result of moderating factors (Kobayashi, 2005), potentially including one’s note-taking strategy." (Mueller_Oppenheimer_2014)
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