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

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.