The 1st Asian Pacific Conference on Concept Mapping

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  • Professor Ian Kinchin

Department of Higher Education, University of Surrey, United Kingdom

Title: Using concept mapping to develop theory in educational research


In this paper I suggest that a change in focus, from ‘acquisition-of-the-known’ towards an exploration of the ‘yet-to-be-know’, enhances the potential of concept mapping as a tool for the development of theory in educational research. This requires a greater recognition of the value of ‘excellent’ maps in which the explanatory power of selected concepts and dynamic linking phrases is seen to be of greater value than size of the map. In addition, mappers need to acknowledge the contextual importance of different types of knowledge that may be represented by morphologically distinct concept maps. Powerful knowledge is seen as mastery of the ways in which different kinds of knowledge are combined to offer solutions to problems. The perspective offered by ‘rhizomatic learning’ is helpful in this context, where there are no imposed learning outcomes or pre-ordained pathways to success. The theoretical perspectives of ‘the expert student’ and ‘pedagogic frailty’ are highlighted as examples that have emerged from this focus.

Key words: Excellent concept maps, expert student, pedagogic frailty, powerful knowledge, rhizomatic learning.


  • Associate Professor Huei-Ying Ho

Department of Science Education,National Taipei University of Education, Taipei,  China

Title: Designing the K-12 Teaching Modulus of Photonic Crystal and Lotus Effect via Concept Maps



Several years ago, professor Chow-Chin Lu and I started to use concept maps to design a series of hands-on experiments and teaching modulus for K-12 nanotechnology education. We analyzed the basic science knowledge to build the concept maps. Then, based on the concept maps, we made some strategies to integrate nanotechnology into the K-12 science curriculum. Photonic crystal and lotus effect are two main topics of K-12 nanotechnology education and very common to be found in organism. In this presentation, I’ll use photonic crystal and lotus effect as examples to introduce the procedures that we built the concept maps for K-12 nanotechnology education and the design of K-12 teaching modules.

Key words: K-12 nanotechnology education Photonic Crystal,Lotus Effect.


  • Associate Professor Hsiao-Ping Yu

Department of Special Education,National Taiwan Normal University, Taipei,  China

Title: Implementation and Effect of Using Concept Mapping to Teach the Gifted Students


This study attempted to explore the teaching of concept mapping for the gifted, formulate the teaching model, and analyze the effect after the implementation. In the first step of our analysis, we examined the learning characteristics and thinking process of the gifted students, formation of concept, and students’ learning with concept mapping. Throughout the basic biology course taken by 10th graders examined by experts in actual classroom setting, we then used concept maps as part of instruction to explore the teaching procedure and methods, instructional strategies, media, and assessment techniques. After the use of concept maps in teaching, the gifted students demonstrated improved higher order thinking skills and emotional attitudes. An e-learning platform was also built during the courses, not only allowing the students to evaluate each other’s work and share resources, but also offering the teachers an opportunity to reflect on their teaching and examine their role in instruction. The paper concluded with some implications for education and future researches.

Key wordsgifted students, effect after the implementation, learning characteristics, biology course.


  • Professor Priit Reiska

Vice Rector for Academic Affairs, Tallinn University, Estonia

Title: Assessment with and of Concept Maps


Nowadays is concept mapping widely used in learning and teaching, including assessment. There has been carried out many studies which are showing successful use of concept mapping in learning process. However, in most cases the process of concept mapping is simple and the mappers won’t reach the higher quality level of concept mapping.

The essential part of using concept mapping for assessment is assessment of concept maps. Many authors have defined different categories, rubrics and items to describe a concept map. Some authors value qualitative assessment of concept maps while other prefer quantitative assessment.

In the presentation different aspects and limitations of using concept maps for assessment and assessment of concept maps will be discussed. Several studies of using concept mapping for assessment will be described and suggestions for higher validity of using concept mapping for assessment will be offered.

Key words: qualitative assessment, quantitative assessment, validity.


  • Professor Alberto J. Cañas

 Co-Founder and an Associate Director of the Institute for Human & Machine Cognition, USA

Title: Using Concept Mapping to Develop Higher-Order Thinking Skills


In addition to being a tool that facilitates meaningful learning in students, it has been proposed that concept mapping can help develop and exercise higher-order thinking skills, including critical thinking, reflective thinking, synthesis, analysis, among others. However, the literature shows few studies that evaluate the result of using concept mapping on the development or exercising of these skills, concentrating mainly on evaluating the effect on meaningful learning. In this paper, we examine how concept mapping can help develop higher-order thinking skills, but argue that most students never reach the level of concept mapping skills required to develop those skills and explain this situation as a case of pedagogic frailty.

Key words:Higher-Order Thinking Skills.


  • Professor Jinshan Wu

School of Systems Science, Beijing Normal University, China

Title: "Teach Less, Learn More" at Beijing Normal University


Based on the idea of integrating concept mapping and domain knowledge, we proposed a system to help students to have better understanding of the big picture of the discipline with least amount of concepts and their connections. We name the system "Teach Less, Learn More". In the past five years, working with a team of international educators/scientists, we have implemented and experimented with the system on various subject matter courses. In this presentation, we will share our designing principles of the system and our experiences.

Key words: big picture, concept mapping, domain knowledge.