This study investigated the following research questions: (1) Does the use of a shared, intranet environment improve learner problem-solving ability in science? (2) Does the use of a shared, intranet environment increase learner metacognitive reflection? and (3) Do gender differences emerge with the use of a shared, intranet science environment for problem-solving ability and metacognition? A quasi-experimental design randomly assigned 9th and 10th grade biology classes to traditional or shared intranet learning environments. Pilot-test World Wide Web-based distance education software created the simulated intranet learning environment and provided user movement tracking ability, while the visual learning software, Inspiration, was used to generate concept maps and measure learner metacognitive reflection. A modified ecology curriculum provided contextualization and science content for the shared, intranet and traditional learning environments. This shared, intranet learning environment posed one model which science classrooms can use to create equal opportunity for both genders. Tracking learner movements within a Web-based, science environment has metacognitive as well as problem-solving implications for all learners. (AEF)