Learning to think and communicate with diagrams: 14 questions to consider

This paper looks at the particular role which diagrammatic representations, and external representations more generally, play within an educational co ntext. In particular, it considers the way in which the demands on diagramm atic representational systems in educational settings differ with respect t o other settings (e.g. professional): in some instances, these demands are increased, while in others, the demands are markedly different. The paper considers three key issues: the question of whether diagrams make certain tasks easier (and whether this is desirable from an educational po int of view), the generalisation and transfer of diagrammatic skills once l earnt, and the possible problems associated with simultaneously learning do main knowledge and a novel representational system. The paper then considers a number of sub-issues, and concludes by highlight ing areas of particular interest for future AI research.