Psychometric and Edumetric Validity of Dimensions of Geomorphological Knowledge Which Are Tapped by Concept Mapping

Ron Hoz, Dan Bowman, Tova Chacham

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

The validity of several dimensions of knowledge which were inferred from concept maps was assessed for its psychometric and edumetric aspects. Data were collected from 14 students who enrolled in the university first-year introductory geomorphology course and in its prerequisite introductory geology course. They took an objective geomorphology test, the tree construction task, and the Standardized Concept Structuring Analysis Technique (SConSAT) version of concept mapping. Comparisons among these dimensions of knowledge before and after the geomorphology course yielded convergent evidence. For the psychometric perspective, the SConSAT version of concept mapping and tree construction had similar knowledge structure representations, and the cognitive map correctness was moderately positively correlated with the objective test but not with the geomorphology course test. For the edumetric perspective, the majority of the dimensions of knowledge structures from the SConSAT showed large improvements following the geomorphology course. This evidence shows that the knowledge structure dimensions have moderate to good construct validity which warrant their widespread use for evaluating learning outcomes in both experimental and classroom settings.

Original languageEnglish
Pages (from-to)925-947
Number of pages23
JournalJournal of Research in Science Teaching
Volume34
Issue number9
DOIs
StatePublished - 1 Jan 1997

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