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Title: Using Concept Maps in Law Schools to Foster Meaningful Learning: Evidence from a Pilot Study
Authors: Deplano, Rossana
First Published: 2018
Publisher: University of Leicester Open Journals
Citation: Journal of Learning and Teaching in Higher Education, 2018, 1 (2), pp. 125-136
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.
DOI Link: 10.29311/jlthe.v1i2.2748
ISSN: 2517-7575
Version: Publisher Version
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © the authors, 2018. This is an open-access article distributed under the terms of the Creative Commons Attribution License (, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Appears in Collections:Published Articles, School of Law

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