Educational transformation in the 21st century demands in-depth knowledge and understanding in order to promote the development of higher-order thinking skills (HOTS). However, the most commonly reported problem with respect to developing a knowledge of chemistry is poor mastery of basic concepts. Chemistry laboratory educational activities are shown to be less effective in developing an optimum conceptual understanding and HOTS among students. One factor is a lack of effective assessment and evaluation tools. Therefore, the primary focus of this study is to explore concept maps as an assessment tool in order to move students' thinking skills to a higher level during laboratory learning activities. An embedded mixed method design is used in this study, which has also employed a pre-experimental research design. This design triangulates quantitative and qualitative data, which are combined to strengthen the findings. A low-directed concept mapping technique, convergence scoring method, and pre-post laboratory concept map were used in this study. An electrolysis HOTS test was used as the research instrument in order to measure the level of student achievement with respect to high-level questions. In addition, the thought process that is involved when students construct concept maps has been explored and studied in detail by utilising a think-aloud protocol. Results showed a positive development towards understanding and higher level thinking skills in students with respect to electrolysis concepts learned through chemistry laboratory activities. An investigation of the students' thinking processes showed that high-achieving students were more capable of giving a content-based explanation of electrolysis and engaged in monitoring activities more often while building a concept map. Nonetheless, all categories of students managed to show a positive increase in the activities of explanation and monitoring during the construction of concept maps after they were exposed to the assessment tool in the laboratory learning activities. In conclusion, the assessment activity using concept maps in laboratory learning activities has a positive impact on students' understanding and stimulates students to increase their HOTS.

中文翻译：

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使用概念图作为替代评估工具，提高学生在实验室教育活动中的学习热情

21世纪的教育转型需要深入的知识和理解，以促进高级思维能力（HOTS）的发展。但是，在发展化学知识方面，最常报告的问题是对基本概念的掌握程度较差。化学实验室的教育活动被证明在培养学生最佳的概念理解和HOTS方面不太有效。一个因素是缺乏有效的评估和评估工具。因此，本研究的主要重点是探索概念图作为评估工具，以便在实验室学习活动中将学生的思维能力提升到更高的水平。本研究使用嵌入式混合方法设计，该方法还采用了实验前的研究设计。此设计对定量和定性数据进行了三角剖分，将其结合在一起以加强发现。本研究使用低定向概念图技术，收敛性评分方法和实验室后概念图。电解HOTS考试用作研究工具，目的是衡量学生在高水平问题上的成就水平。此外，通过使用“思考方式”协议对学生构建概念图时涉及的思考过程进行了详细的研究。结果表明，对于通过化学实验室活动学习到的电解概念，学生对理解和更高水平的思维技能有了积极的发展。对学生的调查 思维过程表明，高成就的学生更有能力给出基于内容的电解解释，并在构建概念图时更经常地监视活动。但是，在概念图的构建过程中，所有类别的学生在暴露于实验室学习活动中的评估工具后，都设法在解释和监控活动方面显示出积极的增长。总之，在实验室学习活动中使用概念图进行的评估活动对学生的理解有积极的影响，并刺激学生增加他们的HOTS。在暴露于实验室学习活动中的评估工具后，在概念图的构建过程中，所有类别的学生都设法在解释和监控活动方面显示出积极的增长。总之，在实验室学习活动中使用概念图进行的评估活动对学生的理解有积极的影响，并刺激学生增加他们的HOTS。在暴露于实验室学习活动中的评估工具后，在概念图的构建过程中，所有类别的学生都设法在解释和监控活动方面显示出积极的增长。总之，在实验室学习活动中使用概念图进行的评估活动对学生的理解有积极的影响，并刺激学生增加他们的HOTS。