Notowanie nieliniowe jako metoda innowacyjna w nauczaniu religijnym. Eksplikacja pojęcia  i analiza badań własnych

Dominika Muńko

doi:10.21852/sem.1862

Published: 2025-06-30

Vol. 46 No. 1 (2025)

Non-linear Note-taking as an Innovative Method in Teaching Religion: Explication of the Concept and Analysis of Original Research

Dominika Muńko

Seminare. Learned Investigations

Section: Articles

https://doi.org/10.21852/sem.1862

Abstract

The development of knowledge about humans, including the cognitive mechanisms, accelerates the dynamics of changes in both the general and the specific didactics. The methods of teaching-learning that used to be effective are no longer sufficient today. The harmonious development of cognition and the concern for brain-friendly, that is, efficient education, is an incredibly weighty desideratum, which requires a deeper analysis. This article explains the nature and advantages of creating non-linear notes and presents an analysis of own research involving secondary school students and focusing on verification of their level of religious knowledge following the implementation of the innovative tool of non-linear note-taking. The presented results unambiguously indicate the effectiveness of mind mapping. The traditional forms of linear note-taking are characterized by numerous shortcomings and limitations, which reduce the effectiveness of the transfer, assimilation, and retention of knowledge. The educational potential of the presented tool, which supports the teaching and learning process, remains closely linked to the mechanisms of elaborative encoding and dual coding. Writing and making associations often constitute the core of cognitive dynamics. It is therefore advisable to create valuable, well-structured notes in a specific way due to their efficiency and expansiveness. From the perspective of religious teaching didactics (though not only limited to it), non-linear note-taking can constitute a valuable addition and diversification of the pedagogical toolkit of teachers.

Keywords:

pedagogical innovation, non-linear note-taking, pedagogy of religion, level of knowledge, efficient teaching, elaborative encoding, dual coding

Download files

PDF

Citation rules

Muńko, D. (2025). Non-linear Note-taking as an Innovative Method in Teaching Religion: Explication of the Concept and Analysis of Original Research. Seminare. Learned Investigations, 46(1), 81–95. https://doi.org/10.21852/sem.1862

Cited by / Share

Licence

This work is licensed under a Creative Commons Attribution 4.0 International License.

References

Biktimirov, Ernest N. and Linda B. Nilson. 2006. “Show them the money: Using mind mapping in the introductory finance course.” Journal of Financial Education 32: 72.
Google Scholar

Bjorklund, David. 1985. “The role of conceptual knowledge in the development of organization in children’s memory.” In Basic processes in memory development, edited by Charles J. Brainerd and Michael Pressley, 103-142. New York: Springer.
Google Scholar

Bousfield, Weston Ashmore. 1953. “The occurrence of clustering in the recall of randomly arranged associates.” Journal of General Psychology 49: 229-240.
Google Scholar

Bubrowiecki, Andrzej. 2010. Ale urwał! Technik błyskawicznego przyswajania wiedzy. Gliwice: Złote Myśli.
Google Scholar

Buzan, Tony. 2001. Głowa przede wszystkim. Dziesięć metod rozwijania własnego geniuszu. Translated by Tomasz Bieroń. Warszawa: Muza.
Google Scholar

Buzan, Tony. 2014. Mapy twoich myśli. Mindmapping, czyli notowanie interaktywne. Translated by Monika Gajdzińska. Łódź: Feeria.
Google Scholar

Clark, James M. and Allan Paivio. 1991. “Dual Coding. Theory and education.” Educational Psychology Review 3: 149-210.
Google Scholar

Clauss, Gunter. 1987. Psychologia różnic indywidualnych w uczeniu się. Translated by Kazimierz Korab. Warszawa: Wydawnictwa Szkolne i Pedagogiczne.
Google Scholar

Craik, Fergus I.M. and Robert S. Lockhart. 1972. “Levels of processing: A framework for memory research.” Journal of Verbal Learning And Verbal Behavior 11 (6): 671-684.
Google Scholar

Czerniawska, Ewa. 1999. Dynamika zachowań strategicznych w uczeniu się z tekstów podręcznikowych. Warszawa: Wydawnictwa Uniwersytetu Warszawskiego.
Google Scholar

Davis, Ronald D. 2001. Dar dysleksji. Translated by Małgorzata Koraszewska. Poznań: Zysk i S-ka.
Google Scholar

Dryden, Gordon. 2003. Rewolucja w uczeniu. Translated by Hanna Pustuła-Lewicka. Poznań: Zysk i S-ka.
Google Scholar

Farrand, Paul, Fearzana Hussain and Enid Hennessy. 2002. “The efficacy of the ‘mind map’ study technique.” Medical Education 36: 426-431.
Google Scholar

Forzpańczyk, Agnieszka. 2015. Koncentracja. Skuteczny trening skupiania uwagi. Warszawa: Edgard.
Google Scholar

Gardner, Howard. 2002. Inteligencje wielorakie: teoria w praktyce. Translated by Beata Czarnacka. Poznań: Media Rodzina.
Google Scholar

Henderson, John. 2005. Pamięć i zapominanie. Translated by Danuta Wiśniewska. Gdańsk: Gdańskie Wydawnictwo Psychologiczne.
Google Scholar

Jagodzińska Maria. 2008. Psychologia pamięci. Badania, teorie, zastosowania. Gliwice: Sensus.
Google Scholar

Jagodzińska, Maria. 2014. „Strategie przyswajania i odzyskiwania informacji jako składnik rozwoju pamięci. Przegląd badań.” Psychologia Wychowawcza 5: 481-496.
Google Scholar

Jagodzińska, Maria. 2022. „Pamięć a aktywność: strategie, prestrategie i ekwiwalenty strategii pamięciowych.” In Osoba, edukacja, dialog, edited by Maria Ledzińska, Grażyna Rudkowska and Lesław Wrona, 28-38. Kraków: Wydawnictwo Naukowe AP.
Google Scholar

Larkin, Jill H. and Herbert A. Simon. 1987. “Why a diagram is (sometimes) worth ten thousand words.” Cognitive Science 11 (1): 65-100.
Google Scholar

Lock, Edwin A. 2004. Jak uczyć się efektywnie. Metody i motywacja. Praktyczny poradnik. Translated by Grażyna Szymała. Poznań: KMK Promotions.
Google Scholar

Niebrzydowski, Leon. 1972. Wpływ motywacji na uczenie się. Warszawa: Nasza Księgarnia.
Google Scholar

Paivio, Allan. 1971. Imagery and verbal process. New York: Holt, Rinehart and Winston.
Google Scholar

Paivio, Allan. 1990. Mental representations: a dual coding approach. New York: Oxford University Press.
Google Scholar

Reykowski, Janusz. 1977. Z zagadnień psychologii motywacji. Warszawa: Wydawnictwa Szkolne i Pedagogiczne.
Google Scholar

Robinson, Daniel H. and Kenneth A. Kiewra. 1995. “Visual argument: graphic organizers are superior to outlines in improving learning from the text.” Journal of Educational Psychology 87 (2): 455-467.
Google Scholar

Sanigórska, Aleksandra and Monika Kaźmierska. 2021. „Wpływ techniki pisania na zapamiętywanie informacji.” Ogrody Nauk i Sztuk 11: 119-126.
Google Scholar

Suświłło, Małgorzata. 2004. Inteligencje wielorakie w nowoczesnym kształceniu. Olsztyn: Wydawnictwo Uniwersytetu Warmińsko-Mazurskiego.
Google Scholar

Svinicki, Marilla D. 2004. Learning and motivation in the post-secondary classroom. Bolton.
Google Scholar

Szafranowska, Katarzyna. 2008. 5 najlepszych metod notowania. Wrocław: Wydawnictwo Internetowe Synea.
Google Scholar

Szyndler, Lena. 2014. Pomyśl, zapamiętaj, zapisz. Kraków: Wydawnictwo Pol-Druk.
Google Scholar

Tulving, Endel. 1962. “Subjective organization in free recall of ‘unrelated’ words.” Psychological Review 69 (4): 344-354.
Google Scholar

Vekiri, Ioanna. 2002. “What is the value of graphical displays in learning?” Educational Psychology Review 19 (3): 261-312.
Google Scholar

Weyhreter, Helmut. 2004. Trudności z koncentracją uwagi. Translated by Maria Kania. Warszawa: PZWL Wydawnictwo Lekarskie.
Google Scholar

Winn, William. 1999. “Learning from maps and diagrams.” Educational Psychology Review 3: 211-247.
Google Scholar

Włodarski, Ziemowit. 1985. Odbiór treści w procesie uczenia się. Warszawa: Wydawnictwo Naukowe PWN.
Google Scholar

Włodarski, Ziemowit, 1998a. Odbiór treści w procesie uczenia się. Warszawa: Wydawnictwo Naukowe PWN.
Google Scholar

Włodarski, Ziemowit. 1998b. Psychologia uczenia się. Warszawa: Wydawnictwo Naukowe PWN.
Google Scholar