Expanding Inclusivity with Learner-Generated Study Aids in Three Different Science Courses

Autor/inn/en	Piontkivska, Helen; Gassensmith, Jeremiah J.; Gallardo-Williams, Maria T.
Titel	Expanding Inclusivity with Learner-Generated Study Aids in Three Different Science Courses
Quelle	In: Journal of Chemical Education, 98 (2021) 10, S.3379-3383 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Piontkivska, Helen) ORCID (Gassensmith, Jeremiah J.) ORCID (Gallardo-Williams, Maria T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00373
Schlagwörter	Inclusion; Student Developed Materials; Study Guides; Science Education; Notetaking; Study Habits; Learning Strategies; Test Preparation; Low Achievement; Outcomes of Education; Best Practices + Suchen Sie Ihr Suchwort? Inklusion; Studienberater; Studienführer; Naturwissenschaftliche Bildung; Study behavior; Study behaviour; Studienverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterdurchschnittliche Leistung; Lernleistung; Schulerfolg
Abstract	Note taking is a seemingly simple study strategy, yet as a source of learner-generated content its perceived effectiveness varies across subjects and from student to student, as not all students are able to create high-quality notes without guidance. While often advocated by the instructors, the use of notes as exam aids (whether used in open-books exams or not) is a pedagogical practice that has invited some controversy, but there are studies that justify the use of student-created reminder sheets by acknowledging that students must review the material in order to organize and create their study aids. Preparing for exams by actively developing formula sheets or other study aids assists students in studying, even if they are not consciously aware they are studying. We would like to suggest that modeling the process of creating successful study aids from class notes is an inclusive practice that leads to improved outcomes in low-performing students and increases their agency. Creating scaffolds for note taking, whether through sharing examples or prompting synthesis of information, allows for higher-quality note taking across all learners. We provide examples from three separate courses in which the instructors took this approach in widely different ways, and we offer a set of best practices for other instructors interested in using these resources in their own courses. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01