Getting Students “Partially” Involved in Note-Taking Using Graphic Organizers

By Andrew D. Katayama, Daniel H. Robinson. 2000

157 citations recorded by the source corpus.

How researchers see this paper

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Learning With Concept and Knowledge Maps: A Meta-Analysis (2006, unknown): “To explain how students learn from concept maps, research is needed that compares the use of concept maps, graphic organizers (Katayama & Robinson, 2000), and outlines.”
The Effect of Concept Mapping to Enhance Text Comprehension and Summarization (2002, background): “Moreover, the activity demands effort and usually results in cognitive overload and negatively affect learning outcomes (Chang, Sung, & Chen, 2001; Katayama & Robinson, 2000) and even the willingness to use this strategy.”
Learning by Doing Versus Learning by Viewing: Three Experimental Comparisons of Learner-Generated Versus Author-Provided Graphic Organizers (2007, background): “Learners may benefit from completing graphic organizers from scratch (Diekhoff et al., 1982) or from simply completing partial graphic organizers (Katayama & Robinson, 2000).”
A Meta-Analytic Review of Guided Notes (2009, background): “In addition to positive effects of using guided notes during classroom lectures, guided notes have been effective for taking notes while reading text (e.g., Katayama & Robinson, 2000; Lazarus, 1993-Study #2).”
The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis (2005, background): “Similarly, Katayama and Robinson (2000) concluded that in comparison to complete or skeletal matrix notes, partially completed matrix notes are the most effective adjunct aids.”