Deep Learning Using Concept Maps: Experiment in an Introductory Philosophy Course

  • Mana TaguchiEmail author
  • Kayo Matsushita


Of the numerous techniques for eliciting output of various types from students, we focused on a tool called a “concept map.” We chose this technique because it is relatively easy to incorporate into a class, even a mass lecture class, and because it is effective as a learning tool for students in that it helps them to digest and understand a wide range of concepts in their own way. In this chapter, we will present a case study on introduction of concept maps into so-called “traditional” lecture classes, using the maps as a tool with potential for promoting deep active learning and developing a rubric for concept map assessment.


  1. Ausubel, D. P., Novak, J. D., & Hanesian, H. (1978). Educational psychology: A cognitive view (2nd ed.). New York, NY: Holt, Rinehart & Winston.Google Scholar
  2. Earl, L. M. (2003). Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA: Corwin Press.Google Scholar
  3. Engeström, Y. (1994). Training for change: New approach to instruction and learning in working life. Paris: International Labour Office.Google Scholar
  4. Hay, D. (2007). Using concept maps to measure deep, surface and non-learning outcomes. Studies in Higher Education, 32(1), 39–57.CrossRefGoogle Scholar
  5. Hay, D. (2008). Developing dialogical concept mapping as e-learning technology. British Journal of Educational Technology, 39(6), 1057–1060.CrossRefGoogle Scholar
  6. Hay, D., & Kinchin, I. (2008). Using concept mapping to measure learning quality. Education & Training, 50(2), 167–182.CrossRefGoogle Scholar
  7. Hay, D., Wells, H., & Kinchin, I. (2008a). Quantitative and qualitative measures of student learning at university level. Higher Education, 56(2), 221–239.CrossRefGoogle Scholar
  8. Hay, D., Kinchin, I., & Lygo-Baker, S. (2008b). Making learning visible: The role of concept mapping in higher education. Studies in Higher Education, 33(3), 295–311.CrossRefGoogle Scholar
  9. Kandiko, C., Hay, D., & Weller, S. (2013). Concept mapping in the humanities to facilitate reflection: Externalizing the relationship between public and personal learning. Arts and Humanities in Higher Education, 12, 70–87.CrossRefGoogle Scholar
  10. Matsushita, K. (2010). Manabi no hyôka [Assessment of learning]. In Y. Sayeki (Editor-in-chief), & S. Watabe (Ed.), Manabi no ninchi kagaku jiten [Encyclopedia of the cognitive science of learning] (pp. 442–458). Tokyo: Taishukan.Google Scholar
  11. Matsushita, K. (2012). Pafômansu hyôka ni yoru gakushû no shitsu no hyôka: Gakushû hyôka no kôzô no bunseki ni motozuite [Assessment of quality of learning through performance Assessment: Based on the analysis of types of learning assessment]. Kyoto University Research in Higher Education, 18, 75–114.Google Scholar
  12. Matsushita, K., Taguchi, M., & Oyama, M. (2013a). Fukai gakushû no hyôka tsûru to shite no konseputo mappu no yûkôsei: Tetsugaku-kei nyûmon kamoku de no akushon risâchi o tsûjite [Effectiveness of concept maps as a tool for assessment of deep learning: Through action research in a course of introductory philosophy]. Journal of the Liberal and General Education Society of Japan, 35(2), 121–130.Google Scholar
  13. Matsushita, K., et al. (2013b). VALUE rûburikku no igi to kadai: Kijun to reberu no bunseki o tôshite [The significance and issues of Value rubrics: Analysis of criteria and levels]. Dai 19 kai Daigaku Kyôiku Kenkyû Fôramu Happyô Ronbunshû [Collected Papers Presented at the Nineteenth Research Forum on University Education], 46–47.Google Scholar
  14. McClure, J. R., Sonak, B., & Suen, H. K. (1999). Concept map assessment of classroom learning: Reliability, validity, and logistical practicality. Journal of Research in Science Teaching, 36(4), 475–492.CrossRefGoogle Scholar
  15. Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
  16. Plummer, K. (2008). Concept-map assessments: The reliability and validity of classroom accessible concept-map assessments. Saarbrücken: VDM Verlag Dr. Müller.Google Scholar
  17. Taguchi, M., Deguchi, Y.,  & Center for the Promotion of Excellence in Higher Education, Kyoto University (Eds.). (2013). Mirai no daigaku kyôin o sodateru: Kyôdai bungakubu, pure-FD no chôsen [Developing the university instructors of the future: The challenge of pre-faculty development in the Faculty of Letters, Kyoto University]. Tokyo: Keiso Shobo.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.Center for the Promotion of Excellence in Higher EducationKyoto UniversityKyotoJapan

Personalised recommendations