This dissertation investigates how embodied learning within a Mixed Reality (MR) environment supports young children's science learning, focusing on a honeybee system. To do so, I designed three types of activities within an MR environment to enable young children to assume different perspectives as they create embodied models of honeybees as pollinators. The participants were 16 first- and second-grade students (5-7 years of age) from a private school in a midwestern city in the United States. To capture students' learning, I have designed two instruments: a multiple-choice test and an embodied interview protocol. I have applied interaction analysis to classroom videos to explore how the design of mediators within the MR environment supports students' collective play and orients students toward more normative science modeling practices. In addition, I have applied content analysis on students' embodied interview to explore how perspective-taking in an MR environment and assessment help students to illustrate the complex system. The results reveal design of different types of play activities in the MR environment provides a pivot for students to engage in science modeling practice, and the two roles that students played through the technology offered them different perspectives from which to explore and examine their pollination model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]