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Child Development Research
Volume 2013, Article ID 831591, 8 pages
Research Article

Notetaking Instruction Enhances Students’ Science Learning

1Department of Educational Psychology and Counseling, National Pingtung University of Education, Pingtung City 90003, Taiwan
2Center for Teacher Education, National Kaohsiung Normal University Taiwan, Kaohsiung City 80201, Taiwan
3Curriculum Studies and Teacher Education, Texas Tech University, 2500 E Broadway Lubbock, TX 79409, USA
4Department of Early Childhood Education, Chia Nan University of Pharmacy and Science, Tainan City 71710, Taiwan

Received 7 November 2012; Revised 20 February 2013; Accepted 21 February 2013

Academic Editor: Andrew N. Meltzoff

Copyright © 2013 Pai-Lin Lee et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Students face various learning challenges in their daily life. Teachers should teach them learning strategies to accommodate demands. One hundred ten fifth graders were randomly assigned to three groups: strategic notetaking, partial strategic notetaking, and control group, with three levels (high versus medium versus low) according to their prior science achievement. The levels also functioned as one independent variable in the MANCOVA analysis, with writing speed as covariate. The results showed significant treatment main effects in support of strategic and partial strategic groups on the measurements of board cued, verbal cued, and noncued information units. The high science achievement group outperformed the low one on the task of verbal cued, whereas the medium outperformed the low one on comprehension multiple-choice test. The study suggested notetaking as an effective learning strategy that can be taught to elementary students.