Exploring the Limits of Concept Mapping: When Language Takes Over

This paper combines a critique of the underlying theories of concept mapping for university level learning and case study data from two students, one in Classics and one in Neuroscience. A shift from the cognitive perspectives of assimilation learning theory towards a more narrative and representational visualisation is described and used to foreground a more dialogic approach. The results and conclusions show how higher education learning research can be developed by focusing on students’ changing understandings of their discipline. The analysis shows that theories and methods addressing language use provide richer learning data and a more explanatory account of understanding in an academic context.