Abstract
The evolution of concept mapping has benefitted from the robust theoretical basis provided by Ausubelian learning theory. However, for concept mapping to maintain its relevance and to keep pace with the evolutionary changes in the educational context, it is vital that educational researchers and classroom practitioners can augment this theoretical base with contemporary learning theories that will help to improve the application of concept mapping and increase the likelihood that the goal of meaningful learning will be achieved in practice. This involves shifting the focus of concept mapping from product to process and the role of the learner from 'being' to 'becoming.' The act of concept mapping needs to be viewed as a way of mastering learning rather than of mastering specific content. We propose the consideration of the explicit role of semantic waves as an improvement from simplistic knowledge representation towards the development of more complex knowledge modelling as a way of developing powerful knowledge structures.