This dissertation investigates the following research question within an informal games-based learning environment: "How do students construct scientific ideas within a games-based learning environment?" In this study, middle school youth role-played as scientists recruited by the Center for Disease Control (CDC) to stop the Raven Virus from reaching global pandemic. Over 10,000 turns-of-talk were collected and analyzed across the games camp. A combination of discourse analysis surrounding scientific argumentation (Berland & Reiser, 2011) and observational data were used to track shifts in group behavior across the five-day period. Three middle school groups (N=12) composed of participants with and without disabilities are documented within this study. Results identify youth as referencing past performance of assessment-based practices in formal academic environments to measure potential success within the camp. However, student-driven inquiry and activities surrounding gameplay afforded participants an opportunity to co-construct a community language based upon learning experiences. In the end, students with and without disabilities took ownership of each other's educational outcomes through multiple means of expression and representation in gameplay. Future research on collaborative learning and scientific discourse within the context of informal learning environments should be studied further. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]