This study investigated the effectiveness of a shared, Intranet learning environment on problem-solving ability and reflective metacognition. Subjects were 78 9th and 10th grade biology students from three public high schools in Texas. Research focused on the following questions: (1) Will the use of a shared, Intranet environment improve learner problem-solving ability in science as measured by pre- and posttesting? (2) Will the use of a shared, Intranet environment increase learner metacognitive reflection as measured by use of pre- and posttest visual learning software (Inspiration) that measured the number of concepts used, number of concept links used, and number of concept nodes used to determine changes in learning thinking patterns, and by World Wide Web-based CourseInfo software tracking capabilities within a threaded discussion site? and (3) Will gender differences emerge with the use of a shared, Intranet environment in the science area as determined from pre- and posttest scores measuring problem-solving ability and metacognitive reflection? Results indicated that learning behaviors within science Web-based environments provide support for this learning environment model. (AEF)