Research shows that higher education students find it difficult to take focused notes. (Arteveldehogeschool, 2015) A skill that is, however, essential for acquiring knowledge, remembering it better and learning successfully (Carrier & Titus, 1981) (Kulhavy, Dyer & Silver, 1975) (Richards & Friedman, 1978) (Weener, 1974 ).
In order to respond to the difficulties that higher education students encounter when taking notes in lectures, note-taking strategies should be taught in secondary education. Pupils write mainly in words, but images can promote learning. Using a combination of word and image, dual coding, would increase the learning effect. (Clark & Paivio, 1991). Other research suggests that images are easier to remember than words (Paivio, 1983).
That is why we want to explore the possibilities of sketchnoting. The intention is to first collect information about the learning effect of note taking, the use of images in education and making sketch notes during the learning process. In this way, the added value of using sketchnotes in secondary education can be demonstrated. We will test the findings from the literature study in practice by developing a methodology to teach sketchnoting to students in the third stage of secondary education.
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