Learning Lists for Science 1
How To Study From A Book

Abstract

This page gives a check list of tips on how to study effectively from a book

© Dr M D Magee Contents Updated: Wednesday, 03 December 2003

Use POPQR³

A. Preparation

1. Time—allocate a fixed length of time for study
2. Amount—decide how many pages—use page markers:
   • provides guidelines
   • provides limits
   • avoids sense of oppression—fear of large amounts.
3. Check present knowledge:
   • quick survey—2-5 minutes
   • use creative patterns (mindmaps) to jot out your knowledge
     • nothing known—any associations, however remote
     • a lot known—any major theories, names, etc
     • ask questions—different coloured ink—where something is not known.
   • use keywords
   • advantages:
     • provides “anchor points” for new knowledge
     • activates the brain
     • improves concentration
     • gives good mental set.

B. Overview

A general view of what you have to study.

1. The book as a whole—read:
   • exterior and title page:
     • publisher’s blurb
     • fly-leaf reviews
     • notice the subject, level and approach
     • author and his qualifications
     • date of publication—might be out of date.
   • the preface:
     • why the author wrote the book
     • more about the level
     • how it should be used
     • who it is written for
     • outline and structure.
   • contents:
     • topics covered
     • sequence and hierarchy of ideas
     • logical organisation of the book.
   • index:
     • helps you judge whether book is suitable
     • essential for specific references.
   • leaf through the book—look for:
     • chapter and section headings
     • illustrations and graphs
       • NB use a visual guide eg end of a pen
       • trace the shape—eye and arm movements reinforce learning. Random eye fixations conflict with the shape.
     • tables.
2. The chapters:
   • go through page by page—look for:
     • section and sub-section headings
     • graphs and illustrations
     • tables
     • footnotes and marginal notes.

D. Preview

More careful than the overview. Initial search of language content.

1. Read headings and sub-headings:
   • what topics are treated?
   • what is the structure of ideas?
2. Read summaries, results and conclusions:
   • provides “anchor points”
   • saves time wasting—you know what the author is getting at
   • do summaries really summarise?
3. Read first paragraphs—author’s introduction to each chapter.
4. Actively select and reject:
   • note particularly significant sections
   • skip confusing sections:
     • releases tension—helps subsequent study
     • brain works subconsciously
     • tends to fill gaps in knowledge
     • later, can attack the problem areas from different directions.

D. Question

1. Formulate questions—write them down:
   • gives purpose to your studying—very important
   • helps concentration
   • keeps you actively participating.
2. Sources of questions:
   • the POP stages—preparation, overview, preview
     • Preparation
       • what didn’t I know?
       • what didn’t I understand in class?
       • what have other students mentioned?
     • Overview
       • what is the level?
       • what are the main ideas?
       • what do the graphs and illustrations show?
     • Preview.
       • are the conclusions valid?
       • what evidence is there, etc?
   • the book:
     • chapters often begin with questions
     • exercises/exam questions often end chapters.

E. Read

1. Maintain active reading
   • look for answers
   • find the main ideas:
     • of the book
     • of the chapter
     • of the section.
   • find the plan of the book.
2. Continue active selection and rejection:
   • read through
   • expand areas understood
   • skip if necessary—don’t get bogged down.
3. make marginal marks:
   • soft pencil—to erase later
   • important blocks of text, mark thus: ||
   • confusing blocks, mark thus: }?
   • don’t make notes at this stage:
     • too slow
     • impedes overall understanding
     • encourages copying.
4. Problem areas—questions not answered:
   • note them
   • refer to other text books
   • ask your tutor.

F. Recall

1. Reasons:
   • aids memory
   • helps concentration
   • indicates immediately what is forgotten—re-read
   • forces reconstruction of ideas.
2. Recall often:
   • main ideas in each section
   • at the end of each chapter
   • jot down what you recall
     • creative patterns
     • keywords.
3. Time spent on recall is not wasted—it promotes learning:
   • improves retention
   • don’t just think in terms of “getting through the recommended books”—little learning will occur
   • how much recall:
     • factual material—50-90% of learning time
     • light reading—very little.
4. Re-read as many times as are necessary.

G. Review

1. Look through the whole of the content area—re-read any difficult bits
2. Review the marginal notes you have made:
   • seem less important—reject
   • select the key areas.
3. Take notes only at this stage:
   • only now do you know what are the significant areas
   • review the author’s summaries
   • use your marginal notes
   • use creative patterns and keywords
   • convert creative patterns into graded notes—like these.

H. Taking Breaks

1. Improve recall initially—sub-conscious integration:
   
2. Fall of recall during study session:
   
3. Optimum times—approximately:
   • 2 minute creative pattern review
   • 30 minutes studying—POPQR³
   • 10 minute break
   • repeat—next topic.
4. Advantages
   • rest—releases tension
   • allows subconscious integration
   • gives peak recall for study session immediately following.

I. Flexibility

1. Stages are not always distinct:
   • questioning occurs throughout
   • recall should be frequent
   • stages can merge, eg overview and preview.
2. Order is not fixed:
   • repeat stages if necessary, eg overview/read stages
   • put in a rapid review whenever necessary.
3. Stages can be omitted:
   • library browsing—mainly overview
   • revision—mainly recall and review.

Finally: POPQR³ is not a rigid system—adapt it to the circumstances. But remember—just reading is rarely studying.

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