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written by Jintawat Tanamatayarat, Thanida Sujarittham, Sura Wuttiprom, and Evan Hefer
In higher education, lecturing has been found to be the most prevalent teaching format for large classes. Generally, this format tends not to result in effective learning outcomes. Therefore, to support student learning in these large lecture classes, we developed guided notes containing quotations, blank spaces, pictures, and problems. A guided note taking strategy was selected and has been used in our introductory physics course for many years. In this study, we investigated the results of implementing the guided note taking strategy to promote student learning on electrostatics. The samples were three groups of first-year students from two universities: 163 and 224 science students and 147 engineering students. All of the students were enrolled in the introductory physics course in the second semester. To assess the students' understanding, we administered pre- and post-tests to the students by using the electrostatics test. The questions were selected from the conceptual survey of electricity and magnetism (CSEM) and some leading physics textbooks. The results of the students' understanding were analyzed by the average normalized gains (). The value of each group was 0.61, 0.55, and 0.54, respectively. Furthermore, the students' views on learning with the guided note taking strategy were explored by using the five-point rating scale survey. Most students perceived that the strategy helped support their active learning and engagement in the lectures.
Journal of Physics: Conference Series: Volume 901, Issue 5, Pages 012122
Subjects Levels Resource Types
Education - Applied Research
- Instructional Material Design
= Activity
- Learning Environment
- Pedagogy
Education - Basic Research
- Assessment
= Conceptual Assessment
- Sample Population
- Student Characteristics
= Affect
Electricity & Magnetism
- Electrostatics
- Lower Undergraduate
- High School
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Educators
- Professional/Practitioners
- Administrators
- Researchers
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Format:
application/pdf
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
IOP Publishing Ltd.
DOI:
10.1088/1742-6596/901/1/012122
Keywords:
cognitive apprenticeship, guided note taking, note taking tool, physics attitudes, physics identity, scaffolding, social constructivism
Record Creator:
Metadata instance created February 12, 2022 by Adrian Madsen
Record Updated:
April 1, 2022 by Caroline Hall
Last Update
when Cataloged:
October 17, 2017
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Record Link
AIP Format
J. Tanamatayarat, T. Sujarittham, S. Wuttiprom, and E. Hefer, , J. Phys. Conf. Ser. 901 (5), 012122 (2017), WWW Document, (https://doi.org/10.1088/1742-6596/901/1/012122).
AJP/PRST-PER
J. Tanamatayarat, T. Sujarittham, S. Wuttiprom, and E. Hefer, A guided note taking strategy supports student learning in the large lecture classes, J. Phys. Conf. Ser. 901 (5), 012122 (2017), <https://doi.org/10.1088/1742-6596/901/1/012122>.
APA Format
Tanamatayarat, J., Sujarittham, T., Wuttiprom, S., & Hefer, E. (2017, October 17). A guided note taking strategy supports student learning in the large lecture classes. J. Phys. Conf. Ser., 901(5), 012122. Retrieved April 23, 2024, from https://doi.org/10.1088/1742-6596/901/1/012122
Chicago Format
Tanamatayarat, J, T. Sujarittham, S. Wuttiprom, and E. Hefer. "A guided note taking strategy supports student learning in the large lecture classes." J. Phys. Conf. Ser. 901, no. 5, (October 17, 2017): 012122, https://doi.org/10.1088/1742-6596/901/1/012122 (accessed 23 April 2024).
MLA Format
Tanamatayarat, Jintawat, Thanida Sujarittham, Sura Wuttiprom, and Evan Hefer. "A guided note taking strategy supports student learning in the large lecture classes." J. Phys. Conf. Ser. 901.5 (2017): 012122. 23 Apr. 2024 <https://doi.org/10.1088/1742-6596/901/1/012122>.
BibTeX Export Format
@article{ Author = "Jintawat Tanamatayarat and Thanida Sujarittham and Sura Wuttiprom and Evan Hefer", Title = {A guided note taking strategy supports student learning in the large lecture classes}, Journal = {J. Phys. Conf. Ser.}, Volume = {901}, Number = {5}, Pages = {012122}, Month = {October}, Year = {2017} }
Refer Export Format

%A Jintawat Tanamatayarat %A Thanida Sujarittham %A Sura Wuttiprom %A Evan Hefer %T A guided note taking strategy supports student learning in the large lecture classes %J J. Phys. Conf. Ser. %V 901 %N 5 %D October 17, 2017 %P 012122 %U https://doi.org/10.1088/1742-6596/901/1/012122 %O application/pdf

EndNote Export Format

%0 Journal Article %A Tanamatayarat, Jintawat %A Sujarittham, Thanida %A Wuttiprom, Sura %A Hefer, Evan %D October 17, 2017 %T A guided note taking strategy supports student learning in the large lecture classes %J J. Phys. Conf. Ser. %V 901 %N 5 %P 012122 %8 October 17, 2017 %U https://doi.org/10.1088/1742-6596/901/1/012122


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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