The Effect of Organized Scaffolding Technique on Note-Taking Skills and Academic Achievement of Pre-Service Teachers

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dc.contributor.authorAslandag, Buket
dc.contributor.authorCetinkaya, Gokhan
dc.date.accessioned2024-11-07T13:25:24Z
dc.date.available2024-11-07T13:25:24Z
dc.date.issued2019
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractNote-taking is an action that helps the learner to pay attention to the topic to be learned in the learning-teaching process, aids to develop effective listening skills, and enhances the quality of learning. Note-taking enabling the learners to use different senses simultaneously is an important variable in the effective learning process. In the note-taking process, learners may have problems in adaptation to the process, in keeping up with the pace of teachers or in distinguishing important parts of the new learning materials in the situations where they are not ready. Organized scaffolding note-taking technique is preferred by some educators as a technique that provides easiness and meaningful note-taking for learners. Concordantly, the relationship between note-taking styles and academic achievement of the participants was aimed to detect in this mixed study. The working group of the study consisted of undergraduates attending the faculty of education at a state university. In the study where 60 students were involved, the control group was left to their own preference to take notes in the experimental process while being applied Organized scaffolding technique in the experimental group. As a result of the analysis of the data, it was found out that participants in the experimental group had a strong positive relationship between Organized scaffolding grade points and subject area performance scores. In consequence of the semi-structured interviews, it has been revealed that Organized scaffolding technique has the advantages of being able to have a comprehensive knowledge in the subject, to be able to relate to the preliminary information, to adapt to the speed of the instructor, and to keep rational and comprehensible notes.
dc.identifier.doi10.9779/PUJE.2018.229
dc.identifier.endpage210
dc.identifier.issn1301-0085
dc.identifier.issn1309-0275
dc.identifier.issue45
dc.identifier.startpage190
dc.identifier.trdizinid388771
dc.identifier.urihttps://doi.org/10.9779/PUJE.2018.229
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/388771
dc.identifier.urihttps://hdl.handle.net/11480/14673
dc.identifier.wosWOS:000458042300012
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakTR-Dizin
dc.language.isotr
dc.publisherDergipark Akad
dc.relation.ispartofPamukkale Universitesi Egitim Fakultesi Dergisi-Pamukkale University Journal of Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241106
dc.subjectscaffolding
dc.subjectnote-taking
dc.subjectpre-service teachers
dc.titleThe Effect of Organized Scaffolding Technique on Note-Taking Skills and Academic Achievement of Pre-Service Teachers
dc.typeArticle

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