Learner development through serial concept mapping

Abstract

In this study, individual serial concept mapping was employed as a learning approach to demonstrate learner development over time. Participants (n = 22) individually completed serial concept maps consisting of five iterations. A highly structured peer feedback process was employed to support interaction within learners’ zone of proximal development. Learners’ perceptions regarding the development of personal knowledge, process knowledge, and content knowledge were discussed, indicating positive growth in all types of knowledge. Concept mapping with a highly structured feedback loop promoted higher-order thinking skills such as analyzing, evaluation, reflection, and creative thinking. The highly structured peer reviewed process was noted by the learners as influencing learners’ conceptual understanding and development of their serial concept map.