Abstract
This chapter examines comparative studies of experts and novices as a research paradigm that contributed to and benefitted from advances in psychology and the design of educational environments. Specifically, it examines the use of multiple representations and their features by experts and novices in science, technology, engineering, and mathematic (STEM) domains. The chapter looks at ways that multiple representations and representational competence contribute to the understanding and practice of scientists, as well as the ways they present challenges to students of these disciplines. Finally, the chapter draws implications from these studies for the design of educational environments, psychological theory, and future research on the features, function, and use of multiple representations to support understanding and practice.
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