Researching Concept Mapping Using Cultural Historical Activity Theory: Collaboration and Activity in the Zone of Proximal Development

This paper locates concept mapping within the theoretical framework of cultural historical activity theory. Cultural historical activity theory provides an analytic tool for understanding how concept maps can act as ‘stimulimeans’: a cultural artefact that can mediate the performance of subjects (Vygotsky, 1978). Concept maps possess Vygotsky’s double nature: they not only enable students to enact academic practice but also they allow reflection on that practice. They allow students to build an “internal cognitive schematisation of that practice” (Guile, 2005, p. 127). Further cultural historical activity theory gives the tools analyse the social context of our use of concept maps and thus consider the mediating rules (tacit and explicit) and division of labour that mediate our use of concept maps. Concept maps can be viewed as acting within Brandom’s (2000) space of reasons which allows learners to use reasons to develop and exchange judgements based on shareable, theoretically articulated concepts and collectively develop the ability to restructure their knowledge and enact these judgements (Guile, 2011). In particular multimodal collaborative concept maps can act as Vygotsky’s (1978) zone of proximal development, where teacher and peer-topeer interaction allow students to solve problems and learn concepts and skills that they would be otherwise unable to tackle.