Spontaneous study strategies and the quality of knowledge construction

Abstract

Background. Previous research indicates that generative study strategies (e.g., summarising, concept mapping) produce qualitatively better learning as compared to reproductive strategies (e.g., verbatim notetaking, underlining). In the present study it was assumed that the more generative study strategies used the better the learning outcomes would be.Aims. This study considered the role that spontaneously used study strategies play in knowledge construction, that is, learning the content matter from text and writing answers to short essay‐type tasks on this basis.Samples. The study was conducted among 502 applicants to a medical school during an entrance examination.Methods. One‐way multivariate analysis of variance (MANOVA) was used to examine the relationship between spontaneous study strategies and learning the content matter and writing performance.Results. As expected, it appeared that summarising and concept mapping were related to high scores in learning the content matter in most tasks. However, any type of overt notetaking activity was related to the good quality of written expression, measured as coherence in essay‐type answers. The subjects who did not produce any physical records while reading the text obtained the lowest scores on all measures.Conclusions. It was shown that generative study strategies were useful while learning from text, especially when application of knowledge was called for. Yet, more research on situations in which spontaneous study strategies are effective is needed in the future.