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This study addressed computer-supported collaborative scientific inquiries in remote networked schools (Quebec, Canada). Three dyads of Grade 5-6 classrooms from remote locations across the province collaborated using the knowledge-building tool Knowledge Forum. Customized scaffold supports embedded in the online tool were used to support student understanding and practice of an authentic inquiry process. The research studied how the use of the scaffolds could help students to understand and put into practice an authentic inquiry process. Students created notes and used the scaffolds to support their inquiry process; however, without sufficient direct teacher modeling, coherent use of the scaffolds stayed low across activities. Pre- and posttest results show that the students gained a better understanding of the inquiry process, but low posttest scores suggest further need for direct teacher modeling of the inquiry process during science instruction.