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Validating the use of concept-mapping as a diagnostic assessment tool in organic chemistry: implications for teaching

机译：验证概念图在有机化学中作为诊断评估工具的使用：对教学的启示

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Science, Technology, Engineering, and Mathematics (STEM) education has become a key focus in the U.S. government's public education agenda. Many STEM degrees require the successful completion of undergraduate introductory organic chemistry (O-Chem), which is notorious for its difficulty and high attrition rate. Concept Maps (CM) have been used as a tool to improve teaching and learning by providing feedback to teacher and students. Although numerous studies have examined the use of concept maps (CMs) as an assessment tool in science classes, none to date has examined such applications of CMs in O-Chem. Furthermore, studies investigating the validity of CMs in post-secondary science courses are rare. Thus, the present study investigated the validity of CMs as an assessment tool and their diagnostic uses in O-Chem by examining the relationship between CM scores and other key performance measures in O-Chem. Results indicated that CM scores were significantly correlated with problem set scores and final course grade. In addition, a mediation analysis revealed that problem solving scores partially mediated the relationship between problem solving and final course grade, confirming the role CMs are expected to play in O-Chem achievement. Implications for using CMs as diagnostic and formative tools in instruction are discussed.
机译：科学，技术，工程和数学（STEM）教育已成为美国政府公共教育议程中的重点。许多STEM学位要求成功完成本科生入门有机化学（O-Chem），这以其难度和高损耗率而闻名。概念图（CM）已用作通过向老师和学生提供反馈来改善教学效果的工具。尽管许多研究已经检查了概念图（CM）在科学课中作为评估工具的用途，但迄今为止，还没有研究者在O-Chem中检查了CM的这种应用。此外，很少有研究针对CM在大专科学课程中的有效性进行研究。因此，本研究通过检查CM评分与O-Chem中其他关键绩效指标之间的关系，研究了CM作为评估工具的有效性及其在O-Chem中的诊断用途。结果表明，CM分数与习题集分数和最终课程成绩显着相​​关。此外，调解分析显示，问题解决分数部分地介导了问题解决与最终课程成绩之间的关系，这证实了CM有望在O-Chem的成就中发挥作用。讨论了在教学中使用CM作为诊断和形成工具的含义。

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