Abstract
The problem addressed in the study was whether 10‐year‐old and 11‐year‐old children, collaborating within a computer‐supported classroom, learned an explanation‐driven process of inquiry that had characteristics of the progressive nature of scientific inquiry. The technical infrastructure for the study was provided by the Computer‐Supported Intentional Learning Environments (CSILE). The study was based on qualitative content analysis of students’ written productions in physics posted to CSILE’s database in three investigative projects. The study indicated that some young students do engage in epistemic agency and genuinely pursue explanation‐driven inquiry. students’ intuitive explanations were often functional (referring to human agency) and empirical (in terms of observables) in nature. Provided that understandable explanations were available, some of the students moved towards theoretical scientific explanations.
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