Using Concept Maps in Law Schools to Foster Meaningful Learning: Evidence from a Pilot Study

Rossana Deplano

doi:10.29311/jlthe.v1i2.2748

Using Concept Maps in Law Schools to Foster Meaningful Learning: Evidence from a Pilot Study

Rossana Deplano

Abstract

Despite its many applications in various higher education settings, concept mapping is not used for teaching predominantly theoretical subjects like Law. Given the peculiarities of learning legal subjects, this article discusses the benefits of using concept maps as a core component of an undergraduate curriculum in Law. Specifically, it presents evidence from a pilot study aimed at assessing the impact of concept mapping as a tool for enhancing deep learning on students enrolled on the compulsory Constitutional and Administrative Law module. An argument is made that utilising concept maps as an integral part of small group teaching activities may be effective in helping students shift the balance from predominantly rote learning to predominantly meaningful learning.

Keywords

Concept maps, meaningful learning, feedback, pedagogical research

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DOI: https://doi.org/10.29311/jlthe.v1i2.2748

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