Contents: Preface. R. Glaser, E.L. Ferguson, S. Vosniadou, Introduction: Cognition and the Design of Environments for Learning. Part I: Representation.S. Vosniadou, Learning Environments for Representational Growth and Cognitive Flexibility. J. Bliss, Externalizing Thinking Through Modeling: ESRC Tools for Exploratory Learning Research Program. R. Kozma, J. Russell, T. Jones, N. Marx, J. Davis, The Use of Multiple, Linked Representations to Facilitate Science Understanding. B. Schwarz, M.J. Nathan, L.B. Resnick, Acquisition of Meaning for Arithmetic Structures with the Planner. K. Reusser, From Cognitive Modeling to the Design of Pedagogical Tools. E. Lehtinen, S. Repo, Activity, Social Interaction, and Reflective Abstraction: Learning Advanced Mathematical Concepts in a Computer Environment. E. De Corte, Changing Views of Computer-Suppported Learning Environments for the Acquistion of Knowledge and Thinking Skills. Part II: Social Interaction.M. Scardamalia, C. Bereiter, Adaptation and Understanding: A Case for New Cultures of Schooling. P. Dillenbourg, Distributing Cognition Over Humans and Machines. G. Kanselaar, G. Erkens, Interactivity in Cooperative Problem Solving with Computers. J. Torney-Purta, Conceptual Change Among Adolescents Using Computer Networks and Peer Collaboration in Studying International Political Issues. Part III: Meaningful Contexts and Multiple Perspectives.J.D. Bransford et al., MOST Environments for Accelerating Literacy Development. S.R. Goldman et al., Anchoring Science Instruction in Multimedia Learning Environments. Cognition and Technology Group at Vanderbilt, Multimedia Environments for Enhancing Learning in Mathematics. H. Mandl, H. Gruber, A. Renkl, Learning to Apply: From "School Garden Instruction" to Techonolgy-Based Learning Environments. P. Mendelsohn, Mapping Models of Cognitive Development to Design Principles of Learning Environments. Part IV: Principles of System Design.A. Collins, Design Issues for Learning Environments. G. Salomon, Studying Novel Learning Environments as Patterns of Change.
