(2026) Science and education, 1, 94-102. Odessa.
Kinga Golubińska,
Graduate student,
Institute of Pedagogy, Faculty of Social Sciences of the University of Gdańsk,
prof. Marii Janion 3, 80-309 Gdańsk, Poland,
ORCID ID: https://orcid.org/0009-0003-3243-4006
Ren Płoszaj,
Graduate student,
Institute of Pedagogy, Faculty of Social Sciences of the University of Gdańsk,
prof. Marii Janion 3, 80-309 Gdańsk, Poland,
ORCID ID: https://orcid.org/0009-0000-9812-0067
Laura Piecha,
Graduate student,
Institute of Pedagogy, Faculty of Social Sciences of the University of Gdańsk,
prof. Marii Janion 3, 80-309 Gdańsk, Poland,
ORCID ID: https://orcid.org/0009-0008-3545-8755
Piotr Kowzan,
PhD, Assistant Professor,
Institute of Pedagogy, Faculty of Social Sciences of the University of Gdańsk
prof. Marii Janion 3, 80-309 Gdańsk, Poland
ORCID ID: https://orcid.org/0000-0002-6506-8327
Daria Braszko,
Graduate student,
Institute of Pedagogy, Faculty of Social Sciences of the University of Gdańsk,
prof. Marii Janion 3, 80-309 Gdańsk, Poland,
ORCID ID: https://orcid.org/0009-0002-6059-7315
COGNITIVE CARTOGRAPHY: MAPPING STUDENT NOTE-TAKING ACROSS DISCIPLINES
SUMMARY:
We qualitatively examined student note-taking across engineering, medical, and social sciences to understand how artifacts reflect disciplinary epistemologies. Using completed notes (n = 17 students; 617 pages) and brief elicitation interviews, we analysed cognitive structuring, affective/aesthetic cues, and social affordances. Engineering notes were linear and monochrome, optimised for application and exams; medical notes relied on schematic icons and comparative tables for memorisation; socialscience notes showed the widest variety, including humour, mind maps, and collaborative artefacts that supported reflection. We do not assess learning outcomes; rather, we interpret note-taking as information practices and extended cognition. Findings suggest that instruction should move beyond uniform, reproduction-based habits towards adaptive strategies that align with disciplinary demands whilst supporting metacognition and collaborative sense-making. We provide implications for teaching note-taking as a transferable, lifelong skill.
KEYWORDS:
note-taking, mind mapping, disciplinary epistemologies, information practices, extended cognition, higher education
FULL TEXT:
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