ABSTRACT
This paper describes a study focused on the longitudinal application of a cognitive tool by observing a pair of learners' interaction with it over a semester. This study intended to develop a deeper understanding of the process whereby learners become more capable of engaging in scientific inquiry with the tool in order to advance technology-enhanced, inquiry-based approaches to instruction. In an effort to understand how learners move toward coherent knowledge structure, eccentricity of planet's orbit emerged as one of the main themes. The findings are discussed focused on how the pair used, understood, and elaborated the concept of eccentricity.
