The following questions inform our initial research agenda. Some have resulted in preliminary findings, while additional question have emerged from early classroom observations.

• How do students use the multiple graphical representations of model inputs and outputs (line graphs, scatter plots, bar charts) in constructing chains of causal reasoning?
• Can students correctly use mathematical concepts related to correlation, scale, time series, lag, frequency of variation, etc. in reasoning about watershed problems?
• What naïve conceptions about dynamic systems as well as the strengths and limitations of scientific models to represent processes in the "real world" does the WQS elicit?
• Does student articulation of observations, explanations and supporting evidence through the notebook lead to self questioning and retracing of causal connections?
• To what extent and how does the WQS environment elicit hypothesis generation and testing?
• How and when do students utilize scaffolding provided by the teacher, peers or digital resources (questions, links to information)?
• How do student explorations of the WQS change as they progress from "novices " to experienced inquirers?

• How do teachers adapt the WQS content? What prerequisites do teachers assume?
• How are cooperative learning activities adapted?
• Do teachers use the WQS to teach to particular national, state, or local standards?
• What evidence of cooperative learning do individual notebook entry data, concept mapping, classroom discourse, and culminating products provide?