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In the field of Human-Computer Interaction, a new methodology has been proposed for learner-centered design (LCD) of software, to address the needs of a population of users who are also learners [Soloway et al. 1994]. An emphasis is the design of interactive learning environments as "cognitive tools"---tools that support constructive tasks, and foster learners' development of higher-order skills and strategies [Lajoie 1993, Jonassen 1995]. For example, computer-based dynamic modeling has been recognized as an educational activity that promotes such cognitive activities as system analysis, cause-and-effect relational reasoning, and generating and testing hypotheses about scientific phenomena [Hestenes 1992, Tinker 1990]. The problem for LCD is how to design tools that support these activities, and that also promote the mastery of the associated cognitive skills and strategies, so that the support will eventually be unnecessary.