Impacts of the Concept Mapping Strategy in Introductory Biology Courses on Learning and Retention of Underrepresented STEM Students

摩根州立大学将调查概念映射策略在生物学入门课程中对代表性不足的学生的保留和学术成功的影响。研究人员假设，通过构建概念图并将其用作积极的学习工具，学生在入门生物学方面取得更大的成功，将更有可能被保留为STEM专业。概念图的影响将通过调查两门生物课程的课程成绩、制图技能、思考能力、动机和保留率之间的相关性来衡量。拟议项目的概念框架纳入了理论，支持有目的地创建一个积极的学习环境，使用概念学习地图为中心的功效。该研究有可能将生物学习环境从以教师为中心转变为以学生为中心，重点关注有意义的学习，从而提高保留率。研究人员将使用一种混合方法，涉及四个班级和30-40名教师，以回答两个研究问题：（1）在生物学导论课程中，使用概念图对未被充分代表的学生的元认知和动机有什么可衡量的影响。(2)高年级生物学课程的成绩、绘图技巧、元认知、学习动机、保持率和完成率之间的相关性是什么？ 他们将使用两种调查工具收集定量数据，并使用概念图的课堂观察和与教师的半结构化访谈收集定性数据。研究结果预计将产生见解，以扭转STEM专业入门守门员生物学课程的流失，并最终为提高学生的整体成功提供另一种模式。该项目得到了历史上黑人学院和大学本科生计划（HBCU-UP）的支持，扩大了教育轨道的参与研究。该计划轨道支持想法创建和研究新的模型和创新在干教学和学习，调查影响学生的差异参与和成功率的潜在问题，从代表性不足的群体，并产生知识，告知干教育实践和干预措施。

Morgan State University will investigate the impact of a concept mapping strategy in introductory biology courses on the retention and academic success of underrepresented students. The researchers hypothesize students experiencing greater success in introductory biology by constructing concept maps and using them as an active learning tool will more likely be retained as a STEM major. The impact of concept mapping will be measured by investigating the correlations among course grades in two biology courses, mapping skill, ability to think big, motivation, and retention rates. The conceptual framework for the proposed project incorporates theories that support the efficacy of purposely creating an active learning environment that centers on the use of concept learning maps. The research has the potential to transform the biology learning environment from teacher-centered to student-centered with a focus on meaningful learning thereby increasing retention. The researchers will use a mixed-methods approach involving four classes and 30-40 faculty to answer two research questions: (1) What are the measurable impacts of using concept maps on metacognition and motivation among underrepresented students in introductory biology courses. (2) What are the correlations among course grades, mapping skill, metacognition, and motivation as well as retention and completion rates in upper-level biology courses? They will collect quantitative data using two survey instruments and qualitative data using classroom observations of concept mapping and semi-structured interviews with faculty. The research findings are expected to yield insights to reverse the attrition in introductory gatekeeper biology courses for STEM majors and, ultimately, provide an alternative model for improving overall student success. This project is supported by the Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) Broadening Participation Research in Education track. This program track supports ideas to create and study new models and innovations in STEM teaching and learning, investigate the underlying issues affecting the differential participation and success rates of students from underrepresented groups, and produce knowledge to inform STEM education practices and interventions.