I. Encouraging Knowledge Construction.- Formal education versus everyday learning.- Images of learning.- An architecture for collaborative knowledge building.- How do Lisp programmers draw on previous experience to solve novel problems?.- Analysis-based learning on multiple levels of mental domain representation.- Modeling active, hypothesis-driven learning from worked-out examples.- Fostering conceptual change: The role of computer-based environments.- Computers in a community of learners.- II. Stimulating Higher-Order Thinking and Problem Solving.- Teaching for transfer of problem-solving skills to computer programming.- Cognitive effects of learning to program in Logo: A one-year study with sixth-graders.- The role of social interaction in the development of higher-order thinking in Logo environments.- Effects with and of computers and the study of computer-based learning environments.- Facilitating domain-general problem solving: Computers, cognitive processes and instruction.- Conceptual fields, problem solving and intelligent computer tools.- III. Creating Learning Environments.- Augmenting the discourse of learning with computer-based learning environments.- Scientific reasoning across different domains.- A rule-based diagnosis system for identifying misconceptions in qualitative reasoning in the physical domain “superposition of motion”.- The provision of tutorial support for learning with computer-based simulations.- Learning and instruction with computer simulations: Learning processes involved.- Two uses of computers in science teaching: Horizontal motion simulation and simulation building.- Direct manipulation of physical concepts in a computerized exploratory laboratory.- Multimedia learning environments designed with organizing principles fromnon-school settings.