Learning and note-taking in the sciences: exploring the cognitive demands of different generative learning strategies

Title: Learning and note-taking in the sciences: exploring the cognitive demands of different generative learning strategies

Speaker: A/Prof Amanda Bongers from the Queen's University (Canada)

Abstract: Scientist use visuals and drawings as conceptual tools to explore and generate ideas about the nature of matter. Unfortunately, these essential skills are not being taught or practiced in most chemistry courses, even when they are relied on for assessment. Observations of >2000 North American science classrooms found that students spend 87% of class time listening to the instructor, and chemistry was the most didactic discipline. Fortunately, there are some known strategies for effectively learning from lectures or texts, which are derived from the generative theory of learning. Generative note-taking strategies include making summaries or drawing concept maps. Yet, these are not clearly applicable for the types of content presented in chemistry lectures, where students need to listen to narration while also copying visuals verbatim. Our research group is interested in applying cognitive neuroscience to study how people learn from scientific visuals.This talk will present our research into how learners use and produce visuals while note-taking. We aim to explore which generative learning strategies might be practical and effective when learning from visuals, like in chemistry. This study uses data on note-taking behaviour, neuronal measures or engagement, and learners’ eye movements to examine attention and cognitive processes while note-taking. Rather than using discreet trial-based tasks, we design experiments to collect continuous data and encourage natural note-taking behaviours.

Bio: Amanda is an Associate Professor in the Department of Chemistry at Queen’s University and leads the Chemistry Education Research (CER) group. Her team explores the mechanisms of how people learn, bridging cognitive and neuroscientific findings into qualitative research and classroom insights. She also studies the chemistry curriculum and ways to integrate green chemistry and sustainability philosophies. In recognition of her research, she was honoured with the inaugural Outstanding Early Career Researcher in Chemistry Education Award in 2024 by the IUPAC Committee on Chemistry Education. Amanda completed her Honours B.Sc. in Biochemistry (2011) in the co-operative program at the University of Waterloo and her Ph. D. in Organic Chemistry (2016) at the University of Ottawa. She then took a postdoctoral position (2016-2019) in Chemistry Education and Neuroscience with Prof. Alison Flynn (University of Ottawa) and Dr. Georg Northoff (Royal Ottawa Mental Health Institute).