The argument that concept mapping can help meaningful learning has been won.
We have lots of studies that show that students who map do better than students who do not. And so one might suggest that as a community our research gaze should shift. Rather than keep stating this through more studies in different contexts and different subject areas, we should think how best to develop the field rather than re-ploughing the same ground.
So where next for concept mapping? I argue that the c-map community needs to target the dominant educational discourse and integrate concept mapping with key contemporary education theories that complement the application of concept mapping – these need to be embraced. I would argue that the c-map community needs to do more to challenge the dominant educational discourse that regards students as passive learners, and encourages non-learning.
Rather than present this as text, I offer a summary as a concept map.
click on this link for PDF of concept map image: what next for concept mapping
I would be happy to see any suggested amendments to this perspective in the replies here.
For those of you attending the Concept Mapping Conference in Brazil in September, I would be delighted to continue the discussions there.