The effects of teaching notetaking strategies on elementary students' science learning

Pai Lin Lee, William Lan, Douglas Hamman, Bret Hendricks

Research output: Contribution to journalArticlepeer-review

22 Scopus citations


The research examined effects of notetaking instruction on elementary-aged students' abilities to recall science information and their notetaking behaviors. Classes of eight to nine years old third grade students were randomly assigned to three treatment conditions: strategic notetaking, partial strategic notetaking, and control, for four training sessions. The effects of the notetaking instruction were measured by their performances on a test about science information, a long-term free recall of the information, and the number of information units recalled with or without cues. Students' prior science achievement was used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results indicated significant treatment effect in favor of the strategy notetaking instruction groups on cued and non-cued recall of the information units. Students with higher prior achievement in science performed better on cued recall and long-term free recall of information. The results suggest that students as young as those in third grade classes can be instructed to develop notetaking ability that promotes their learning.

Original languageEnglish
Pages (from-to)191-201
Number of pages11
JournalInstructional Science
Issue number3
StatePublished - May 2008


  • Effective learning
  • Information process model
  • Learning strategy
  • Notetaking
  • Science education
  • Strategy instruction


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