Table of Contents

Introduction by the book editors Part 1 Theoretical and empirical analyses of psychological processes in thinking and learning with external representations 1. On the constructional and computational efficiency of descriptive and depictive representations Wolfgang Schnotz (University of Landau, Germany) 2. On the relationship between external and internal representations Stella Vosniadou (University of Athens, Greece) 3. Critical thinking about biology during web searching: Tracking students’ evaluation of various sources and information through eye movements and allocation of visual attention Lucia Mason & Nicola Ariasi (University of Padua, Italy) 4. Representational fluency and flexibility in the domain of linear functions: A choice/no choice study Ana Acevedo Nistal, Wim van Dooren, Geraldine Clarebout, Jan Elen, & Lieven Verschaffel (University of Leuven, Belgium) 5. The interplay of routine and adaptive expertise and of symbolic and visual representations in solving the Isis problem Brian Greer, Dirk De Bock, & Wim Van Dooren (1 San Diego State University 2 University of Leuven, Belgium) 6. Magnitude representation on the internal and the external number line: Relations to mathematical achievement Elsbeth Stern, Michael Schneider, & Henrik Saalbach (Swiss Federal Institute of Technology of Zürich, Switzerland) Part 2 Development of representational tools and evaluation of their effects on student learning 7. Conceptual change in learning electricity: On the role of virtual and concrete external representations Tomi Jaakkola, Sami Nurmi & Erno Lehtinen (University of Turku, Finland) 8. Adaptive Design of Visualizations for Supporting the Comprehension of Complex Dynamics in the Natural Sciences Gerjets, P., Scheiter, K., Imhof, B., Kuehl, T., Pfeiffer, V., & Gemballa, S. (Knowledge Media Research Center, Tübingen, Germany.) 9. The effects of external representations during inquiry learning Bas J. Kollöffel & Ton de Jong (University of Twente, The Netherlands) 10. Symbolizing and the development of meaning in computer-supported algebra education Koeno Gravemeijer & Michiel Doorman (University of Utrecht, The Netherlands) 11. The "numbers are points on a line" analogy: Does it have an instructional value? Xenia Vamvakoussi, (University of Athens, Greece) 12. Why the effects of prior knowledge activation depend on learners' level of prior knowledge Sandra Wetzels, Liesbeth Kester, & Jeroen van Merriënboer (University of Heerlen, The Netherlands) 13. Visualization of argumentation as shared activity Gijsbert Erkens, Paul Kirschner &, Jeroen Janssen (University of Utrecht, The Netherlands) 14. Visualising process data of individual and collaborative inquiry Anjo Anjewierden and Bas Kollöffel (University of Twente, The Netherlands)