Conclusions
This study presents a new teaching model using concept map for teaching and evaluation. It is a
student-centered instruction through case-based teaching for the course of building energy conservation. The
teaching procedure can be separated into three stages: The first stage is mainly to direct students to identify
problems by observation and to apply concept mapping technique to establish their own problem-solving
strategy. The second stage requests curriculum designers to establish an auxiliary system to guide students to
construct their knowledge about energy conservation. An evaluation is also conducted at this stage. The third
stage involves case-based teaching by teachers to help students integrate all the concepts they have learned.