Mok Cecilia K F, Whitehill Tara L, Dodd Barbara J
The University of Queensland , St Lucia , Australia and.
Clin Linguist Phon. 2014 Jan-Feb;28(1-2):83-101. doi: 10.3109/02699206.2013.807880. Epub 2013 Jul 9.
The aim of this study was to track students' critical thinking performance longitudinally through concept map analysis in a problem-based learning (PBL) curriculum. Concept map analysis has been employed in the assessment of students' critical thinking in medical education. Little is known concerning concept mapping (CM) in speech-language pathology (SLP) education. In this quantitative study, students in a 4-year SLP education program (N = 38) were followed until the completion of a fully-integrated PBL curriculum from Years 1 to 3. Students' concept maps were analyzed using a tool developed for this study, the Concept Map Assessment Profile (CMAP). There was an increase in concept map scores across the 3 years at the beginning of the academic year. The CM performance over the 3 years predicted 21.0% to 33.6% of variance in three measures of learning outcomes. The CMAP is a reliable measure, with strong inter-rater and intra-rater reliability (r = 0.85 and r = 0.96, respectively). In addition to its use as an assessment tool, the CMAP might be used to facilitate students' learning as feedback concerning strengths and weaknesses in the development of critical thinking can be provided.
本研究的目的是通过基于问题的学习（PBL）课程中的概念图分析，纵向跟踪学生的批判性思维表现。概念图分析已被用于医学教育中对学生批判性思维的评估。关于言语语言病理学（SLP）教育中的概念图绘制（CM），人们了解甚少。在这项定量研究中，对一个为期4年的SLP教育项目中的学生（N = 38）进行跟踪，直至他们完成从第1年到第3年的完全整合的PBL课程。使用为本研究开发的工具——概念图评估概况（CMAP）对学生的概念图进行分析。在学年开始时，概念图分数在3年中有所增加。3年中的CM表现预测了学习成果三项指标中21.0%至33.6%的方差。CMAP是一种可靠的测量工具，具有很强的评分者间信度和评分者内信度（分别为r = 0.85和r = 0.96）。除了用作评估工具外，CMAP还可用于促进学生的学习，因为可以提供有关批判性思维发展中优点和缺点的反馈。
