STUDY SKILLS FOR CHEMISTRY
http://etd.lsu.edu/docs/available/etd-0903103-104340/unrestricted/Allen_dis.pdf
Several study skills techniques that affect student learning in secondary schools will be discussed:
motivation, outlining/mapping, time management, test taking skills, SQ3R, PQ5R, note-taking skills,
library skills, retention/memory, listening skills, comprehension, and studying.
Motivation: feelings of competence or incompetence
(1) identify students’ interests (Tonjes & Zintz, 1981); (2) identify attitudes of students in reading
(Lewis & Teal, 1980); (3) choose materials that meet the interests, abilities, and attitudes of the
students (Tonjes & Zintz, 1981); (4) give clear objectives of the lessons and assignments (Tonjes &
Zintz, 1981); (5) allow students to choose the task and materials to complete the task and (6) allow
students to set their own goals for achievement.
Critical Thinking
Critical thinking is a skill that students use to analyze information and ideas. Students assess, examine, and
evaluate information for accuracy
Logic
Students need skills to distinguish valid from invalid inferences. They understand rationalizing, reasoning,
and the idea of degrees of belief.
Outlining/Mapping
information can be logically organized or categorically organized
(1) a system of indentation using Roman numerals, Arabic numbers, and capitals; and (2) a numbering
system (Tonjes & Zintz, 1981)
(2) Mapping is a word picture of ideas Bragstad and Stumpf, 1982
Time Mangagement
prioritize time for tasks:
(1) make a realistic schedule to assure that all of the tasks can be completed;
(2) balance work with fun activities;
(3) make a schedule and revise it if necessary to accomplish the tasks; weekly and monthly
(4) reward themselves for completing tasks; and
(5) plan weekly reviews in their schedule to prepare for tests.
Test Taking Skills
To perform well on tests and reduce test anxiety:
(1) provide examples of the types of questions that will be asked (Roe, Stoodt, & Burns, 1983);
(2) teach students how to manage time during testing and how to use inductive and deductive reasoning to
answer questions (McPhail, 1981);
(3) teach students how to analyze questions (Gordon, 1982);
(4) teach students how to eliminate multiple choice answers (Parrish, 1982);
(5) teach students how to use a metacognitive script during testing. The student would use the
metacognitive script to correctly interpret directions, questions, words, and the expected answers (Gordon,
1982); and
(6) give practice tests to eliminate anxiety (Parrish, 1982).
SQ3R
SQ3R (Survey, Question, Read, Recite, Review) is a study technique to comprehend reading.
Survey: title, the introduction, the headings, and the summary.
Question: use questioning to interpret the material
Read,
Recite,
Review: mapping, flowchart, or outlining
PQ5R
PQ5R is a textbook note-taking method.
P preview of materials
Q find answers for questions
R read for understanding
R record information for understanding;
R recite information to increase memory;
R review information for retention; and
R reflect on what has been given to regain retention.
Note-taking Skills
(1) skeletal notes are notes that are given to students – fill-in
(2) using the instructor’s notes when they have more time to study the notes
(3) note-taking cues can be given to students. E.g. phrases as “First...,” “The reason for...,” “There are
three causes...,” “An important finding was.
(4) use notes for answering questions
(5) Cornell method
Library Skills
Retention/Memory
(1) students should make the information meaningful to them;
(2) students should organize information to determine the main ideas;
(3) students should take notes to improve retention;
(4) students should summarize information in their own words for retrieval;
(5) students should discuss the information to review the main ideas; and
(6) students should interact with the information and apply the concepts (Tonjes, 1981).
Listening Skills
Pausing, fewer vocal hesitations, and the use of visual cues have been found to improve students’ listening
in the classroom
Comprehension
Students need to make sense of information to be able to understand its meaning (Devine, 1981). There are
three stages of understanding: (1) perception, acceptance, and decoding; (2) organization; and (3)
comprehension.
Comprehend information by:
(1) recognizing vocabulary words in the assignment;
(2) recognizing patterns and organizations of sentences;
(3) recognizing unfamiliar concepts;
(4) interpreting the writer’s message; and
(5) recognizing the difference between the author’s and the reader’s background.
Studying
These strategies help students organize, retrieve, and remember information
(1) students should understand the purpose and results of studying (Rowher, 1984);
(2) students should focus on studying (Readence, Bean, & Baldwin, 1981);
(3) students should process the information (Anderson & Armbruster, 1982);
(4) students should be able to connect prior and new information (Mayer, 1984);
(5) students should organize the information to study (Readence, Bean, & Baldwin, 1981);
(6) students should encode the information for retrieval cues (Anderson & Armbruster, 1982); and
(7) students should spend time studying to master the task (Readence, Bean, & Baldwin, 1981).
Dictionary/Root Words, Note-taking -Cornell method
Graphic Skills
Successful students become independent learners and are able to reach their expected levels of
comprehension (Rafoth, Leal, & DeFabo, 1993).
Unsuccessful students can be taught how to become independent and successful learners. They can learn
how to make adjustments with their study habits to enhance their levels of academic achievement