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InterCambios. Dilemas y transiciones de la Educación Superior

Print version ISSN 2301-0118On-line version ISSN 2301-0126


TEXEIRA, Javier et al. Research on note-taking at a regional Uruguayan teachers centre. InterCambios [online]. 2019, vol.6, n.1, pp.23-33.  Epub June 01, 2019. ISSN 2301-0118.

Notes taken by students in class have always been important for education, independently of the form used to take and keep them. Taking this fact into account, a research of the antecedents of the importance and evolution of this practice was carried out so that the reality of a Regional Centre of Teachers could be known. In 2018 two thirds (over 500) of the students of this center from different areas and grades were surveyed using a written form which was voluntarily and anonymously completed. Among the general aspects, it can be stated that this practice is very frequent as more than the 90 % of the surveyed students admit taking notes recognizing its importance. Besides, students are convinced that this practice is closely linked to good academic performance. In general, they state they take notes to understand topics better and keep a record of what is taught in class to help them remember the topics of the lessons afterwards. Classifying the answers according to the different subject areas of teacher training (Language, Arts and Science), no relevant differences are found. As a consequence, it can be stated that note-taking is a current practice among students who consider it positive for their learning. Other aspect that can be considered is the fact that the use of digital media is not so popular for note-taking among students, contrary to previous expectations of the researchers. It is interesting that the majority of students has not had any form of formal instruction related to note-taking and encounters the difficulty of slow writing speed while taking notes, both aspects which would require some special attention.

Keywords : class notes; validity; modalities.

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