This study was conducted in two Grade 5/6 classrooms that studied electricity over a three-month period using Knowledge Forum. Classroom A used Idea Thread Mapper (ITM)—a timeline-based collective discourse mapping tool—to engage in ongoing metadiscourse to review collective advances and gaps. Classroom B did not engage in this reflective practice until near the end of the inquiry. The results show that members of class A had more comprehensive and coherent awareness of the various inquiry themes discussed by their community focusing on deep conceptualization of electricity. Informed by the reflective awareness, classroom A also engaged in more active and connected online discourse to address deepening issues and develop coherent explanations across different lines of inquiry.