首届亚太地区概念图大会

Homepage: http://www.smartchair.org/hp/CMCAP2017c           北京  

• Ian Kinchin教授

英国Surrey大学，高等教育系

标题：Using concept mapping to develop theory in educational research

摘要

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.

关键词：Excellent concept maps, expert student, pedagogic frailty, powerful knowledge, rhizomatic learning.

 

• 何慧莹 副教授

国立台北教育大学，自然科学教育系

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

摘要 

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.

关键词： K-12 nanotechnology education， Photonic Crystal，Lotus Effect.

 

•  于晓平 副教授

国立台湾师范大学，特殊教育学系

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

摘要 

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.

关键词：gifted Students, effect after the implementation, learning characteristics, biology course.

 

• Priit Reiska 教授

爱沙尼亚共和国，塔林大学，学术事务副校长

标题：Assessment with and of Concept Maps

摘要

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.

关键词：qualitative assessment, quantitative assessment, validity.

 

• Alberto J. Cañas 教授
  

美国，机器与人类认知研究所，副主任和共同创建者

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

摘要

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.

关键词:Higher-Order Thinking Skills.

 

• 吴金闪 教授

中国，北京师范大学系统科学学院

标题：以概念地图为基础的理解型学习在北京师范大学

摘要

在学科概念地图的基础上，我们提出来围绕学科大图景(一个学科的基本研究对象，基本问题，典型思维方式，典型分析方法，这个学科和世界以及其他学科的关系)的教和学的体系，实现以尽量少的概念和概念之间的联系来体现和体会学科大图景，并且在北京师范大学做了五年的实验和实践。在这个报告中我们将主要分享我们关于这个体系的思考和实践。

关键词：学科大图景，概念地图，领域知识