Does the Use of Diagrams as Communication Tools Result in their Internalization as Personal Tools for Problem Solving?

Although diagrams are considered as effective personal tools for solving problems, applied research in education has identified a widespread problem: that students lack spontaneity in diagram use. One way to address this problem was reported by Uesaka and Manalo (2007): their findings indicate the effectiveness of using peer instruction to enhance students’ spontaneous use of diagrams. However, it was not clear from their study whether actual interaction is necessary, and whether formulation of explanations in using diagrams to solve problems would in itself be sufficient. The present study sought to clarify the role of communication in enhancing the spontaneous use of diagrams, and involved 5 days of experimental classes for 59 participants in the 8 grade. Two conditions were used: one where participants really interacted with each other in peer instruction sessions (the experimental condition), and another where the participants formulated explanations but were not involved in peer instruction interactions. At post test, both quantity and quality of diagrams spontaneously produced by participants in the experimental condition were higher than those in the control condition, suggesting that the communication process involved in actual interactions with peers is a critical factor. This result supports the notion that using diagrams as communication tools results in their internalization as personal tools for problem solving.