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Douglas N. ord din,^?^ Joseph L. polman,' and Roy D. pea1 This paper describes the design of a learning environment, called the Climate Visualizer, intended to facilitate scientific sense-making in high school classrooms by providing students the ability to craft, inspect, and annotate scientific visualizations. The theoretical back- ground for our design presents a view of learning as acquiring and critiquing cultural prac- tices and stresses the need for students to appropriate the social and material aspects of practice when learning an area. This is followed by a description of the design of the Cli- mate Visualizer, including detailed accounts of its provision of spatial and temporal context and the quantitative and visual representations it employs. A broader context is then ex- plored by describing its integration into the high school science classroom. This discussion explores how visualizations can promote the creation of scientific theories, especially in conjunction with the Collaboratory Notebook, an embedded environment for creating and critiquing scientific theories and visualizations. Finally, we discuss the design trade-offs we have made in light of our theoretical orientation, and our hopes for further progress. KEY WOR1)S: Visualization; educational technology; projcct-enhanced science learning; climate; net- working; telecommunications.

The climate visualizer: Sense-making through scientific visualization