Abstract
M.Ed.
This study aimed at providing the reader with a detailed description of the experiential process
an English second language grade seven class and their teacher underwent in using concept
maps as a tool for thinking and also meaningful teaching/learning and assessment.
Outcomes based education, with its constructivist roots, hopes to shift the focus in education
from a more traditional emphasis on rote learning, to what has been termed meaningful
learning. Within this paradigm, greater emphasis is placed on problem solving and thinking skills
on an individual and a group level. Concept mapping, as one tool for developing meaningful
learning, was discussed against a theoretical background of social constructivism, particularly
from a Vygotskian perspective. Vygotsky highlighted the role of culturally based group
knowledge and skills, and the mediation thereof, to the individual within discourse communities.
A classroom is considered to be one kind of discourse community and so a qualitative,
exploratory and descriptive case study was conducted within the bounded context of a grade
seven class.
Interviews, observation and analysis of concept maps provided the data from the learners on
their experience. The data from the teacher was acquired by observation, interview and a
teacher's journal. Raw data was reduced and analyzed by coding, categorizing and
dendrogramming in order to obtain the themes which were presented on a table. The thematic
discussion involved integrating the respondents' lived experience with the relevant literature.
Triangulation of the data and the provision of a clear audit trail for the reader to follow, assured
objectivity.
This study found concept mapping to be a valuable tool for promoting meaningful learning in
English second language learners - both on a group and an individual level. A detailed discussion
of the learners' experience, from various aspects, was presented. Certain unexpected difficulties,
possibly arising from the fact that English is a second language for the learners, were
experienced. These are discussed in detail as are the means of addressing them. A presentation
of advantages and difficulties from the teacher's perspective was also made.
In the final chapter, recommendations for the implementation of concept maps to English second
language learners were made, as well as suggestions for general organization. Ideas for
introducing teachers, more familiar with traditional teaching methods, to the tenets of
constructivism and to concept mapping were presented.