Concept maps which visualise the artifice of teaching sequence: Cognition, linguistic and problem-based views on a common teaching problem

摘要: This paper is concerned with the ways in which undergraduates are first introduced to Law of Contract a University School. Concept mapping used document students’ changing understanding course one year undergraduate module. Forty seven students (the members four tutorial groups) made concept maps “Law Contract” at start and finish twenty-four week study-programme their were compared two other by lecturer: 1) map teaching sequence; 2) practices Contract. The analysis shows how sequence inscribes itself upon structures even while this temporal pattern has little (or no) genuine accord knowledge-shape legal analysis. explores different approaches analysis: First more traditional perspective cognition (and cognitive-structure); second “linguistic-turn”. Both these highlight “artifice sequence” but they locate problem arenas. While cognitive approach suggests that general issue student learning quality, linguistic specific, suggesting confined lesson planning does not actually involve students. also concludes acquisition new vocabulary concepts, method rather less useful for showing whether or developing skills making judgement. https://doi.org/10.34105/j.kmel.2015.07.004