著者

藤木 大介 山本 真愛 中條 和光

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.63, no.2, pp.53-63, 2022-06-13 (Released:2022-07-02)

参考文献数

15

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Reviewing notes is known to be an effective way to enhance learning, and to this end, one purpose of teachers' plan for board and instruction of note-taking is organization of students thought and review of class. However, few studies on note-taking among elementary school students have been conducted, and their actual note-taking ability in particular is not clear. This study investigated how well the students were able to recreate their arithmetic class board contents in their notes, and how often they reviewed these notes. The results showed that the reproducibility of the board contents was high in the sections regarding to aim and summary, but low in the sections relating to equations and figures. Further, it was found that the sixth-grade students' notes were more semantically coherent than fourth-grade students. Both grades reviewed their notes from once a month to once a week, with no difference in the frequency of review across the two grades. Additionally, the results of interviews with some of the children suggested that the children who intended to use their notes for memory purposes were not be able to make coherent notes, while the children who took notes mainly for review purposes were able to review them more frequently and thus make more coherent notes.