Aproximación a la enseñanza de la toma de apuntes en la Educación Secundaria Obligatoria: Un estudio descriptivo

The present study has been designed with the double aim of 1) analysing how secondary school teachers and students interpret note-taking, and 2) relating teachers' conceptualization of this procedure with their classroom performance and their students' lecture notes. The results show that: a) both teachers and students understand note-taking as a useful studying technique that should be used to personalize information; b) in general, students' notes are verbatim and incomplete; and, c) most teachers limit themselves to “telling” students how to take notes, which in turn does not stimulate the latter to make their own decisions on exactly what to write down, when to do so, and how.