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In the learning and teaching process, note-taking helps learners to focus on the topic to be learned. Note-taking enabling learners to use different senses simultaneously is an important variable in the effective learning process. Learners might have difficulty 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. Besides, learners’ attitudes towards note-taking influences their motivation to note-taking in the process. Organized scaffold-ing note-taking technique provides easiness and meaningful note-taking for learners. Concordantly, the relationship between note-taking styles and note-taking attitudes of the participants was aimed to detect in this experimental study. The working group of the study consisted of prospective teachers attending the pedagogical formation program at the faculty of education at a state university in Turkey. In the study in which 148 prospective teachers were involved, the control group was left to their own preference to take notes in the experimental process while organized scaffolding technique was applied in the experimental group. Depending on the analysis of the data, it was found out that participants in the experimental group had higher level of note-taking attitude questionnaire, which meant that note-taking via organized scaffold-ing technique affected the note-taking attitudes of prospective teachers’ in a positive way.

Organized scaffolding technique, note-taking attitudes, prospective teachers

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