970 Copyright © 2018, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 45 DOI: 10.4018/978-1-5225-3832-5.ch045 ABSTRACT Computer Supported Collaborative Science (CSCS) is a teaching pedagogy that uses collaborative web- based resources to engage all learners in the collection, analysis, and interpretation of whole-class data sets, and is useful for helping secondary and college students learn to think like scientists and engineers. This chapter presents the justifcation for utilizing whole-class data analysis as an important aspect of the CSCS pedagogy and demonstrates how it aligns with the Next Generation Science Standards (NGSS). The chapter achieves this end in several ways. First, it reviews rationale outlined in the NGSS science and engineering practices for adapting 21st century technologies to teach students 21st century sci- ence inquiry skills. Second, it provides a brief overview of the basis for our pedagogical perspective for engaging learners in pooled data analysis and presents fve principles of CSCS instruction. Third, we Engaging Students in Conducting Data Analysis: The Whole-Class Data Advantage Virginia Oberholzer Vandergon California State University, USA John Reveles California State University, USA Norman Herr California State University, USA Dorothy Nguyen-Graf California State University, USA Mike Rivas California State University, USA Matthew d’Alessio California State University, USA Brian Foley California State University, USA