Abstract:
My hypothesis is that the use of a diagram as a teaching and learning tool for the assessment of the law of servitudes – specifically the permanent way of necessity and the relocation of a defined right of way – can change a student’s approach from surface learning (where shallow, rote learning of concepts and principles are adopted as a coping strategy without any evidence of understanding) to deep learning (where deep, thoughtful learning of concepts and principles transforms the way in which the student thinks about the subject, its context and its application).
