The scientific enterprise is a form of collaborative learning that enables society to develop knowledge about the world—knowledge that is useful for predicting, controlling, and explaining what happens as events occur. Creating scientific communities in classrooms, by engaging young learners in theory-based empirical research, is a highly challenging yet important educational goal ( Anderson, 2002 ; Blumenfeld, Soloway, Marx, Krajcik, Guzdial, & Palincsar, 1991 ; National Research Council, 1996 , 2007 ; Schraw, Crippen, & Hartley, 2006 ). To achieve this goal, and enable students to learn about the nature and practices of scientific inquiry, the development of metacognitive knowledge and capabilities is crucial.
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