| Summary: | This study explores how aggregate representations of student-contributed content were used in whole-class discussions to scaffold scientific inquiry in two middle school science classrooms. Working together as a knowledge community, students contribute scaffolded observations concerning HelioRoom and WallCology, room-sized “Embedded Phenomena” simulations, using tablet computers. These observations are collected and represented in aggregate form, and are the focus of teacher-led whole-class discussions. This thesis examines the efficacy of these aggregate designs for advancing students’ and teachers’ engagement in and understanding of the object of scientific inquiry, their usefulness for constructing relational models, and the interaction patterns that arise from their use. Findings suggest that aggregate representations of binary relationships that use tallies are well-suited for learning activities that have directed outcomes, such as constructing a relationship network. Aggregate representations that highlight gaps in data, and areas of agreement and disagreement in the data can be effective tools fostering productive discourse in classrooms.
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