Can´t see the words for the tree: interpretation and graphical representations

We consider why it is important to take into account the role of interpretation within environments designed to support novices. Diagrammatic external representations (ERs) are increasingly being used to present new subject material, and students have to find an appropriate interpretation of the ER, whether or not they are provided with tutorial support. At its simplest, the interpretation process with which we are concerned is the associating of elements found in the ER with elements of the knowledge domain being learned during the various stages of problem comprehension, ER selection, ER construction and ER use (Cox and Brna, 1995). We consider a context in which individual students are learning to use an ER. We present an illustration with students solving problems using an unfamiliar visual programming representation