Networked learning environments that embed the essence of the Community of Inquiry (CoI) framework utilise pedagogies that encourage dialogic practices. This can be of significance for classroom teaching across all curriculum areas. In science education, networked environments are thought to support student investigations of scientific problems, including the collection and processing of data, and construction of explanations and conclusions. Student engagement that involves thinking about and questioning key scientific processes and ideas is argued to address the challenges of making school science more relevant. In this article, examples from two studies are presented where New Zealand teachers employed networked technologies, including Moodle (a learning management system) and Wallwisher (an online notice board). These examples illustrate how face-to-face classroom teaching practices can be complemented with online learning practices. The CoI framework was used to examine how the social, cognitive and teaching dimensions of online student communities were similar and yet distinct to the face-to-face communities they belonged to. Findings showed that the CoI framework helped to unpack how networked environments created hybrid spaces where classroom interaction possibilities were extended, and new layers of knowledge construction added in support of students' growing authority and accountability for their learning.