![]() So, did it matter how students took notes? (Believe it or not, this detail will turn out to be important at the end of this post.) ![]() To be thorough, researchers even counted the number of words students wrote in their notes. Questions covered both factual recall (“Where did the Black Death originate?”) and conceptual understanding (“Why were the wealthy less likely to be afflicted by the plague?”). Immediately after the videos, and then again a week later, students took a multiple choice quiz. Students took laptop notes in one class, and handwritten notes in the other. The history videos focused on the Black Death. Researchers Simon Horbury and Caroline Edmonds had ten-year-olds watch videos in their history and science classes. Then I’ll explain how the new study – by accident – makes that flaw go away. Then I’ll explain the initial study (with the “obvious flaw”). The disciplinary breadth makes its guidance more useful.įinally, this study – for reasons that I’ll explain – makes the “obviously flawed assumption” go away. Third, students took notes in both a science class and in a history class. This more realistic setting gives us greater confidence in the research’s applicability. Second, the research took place in the students’ regular classroom, not in a psychology lab. Research with college students can be useful, but it might not always help K-12 teachers. Paul Penn (Twitter handle recently pointed me to a study with several pertinent benefits.įirst, the researchers worked with 10-year-olds, not with adults. Sadly, the research in this field has – in my opinion – produced unhelpful advice because it rests on an obviously flawed assumption. If we were confident that one strategy or the other produced more learning – factual learning, conceptual learning, ENDURING learning – then we could give our students straightforwardly useful advice. Here’s a practical question: should our students take notes by hand, or on laptops?
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