This presentation describes several qualitative approaches for examining conceptual change by a group of Grade Four students (N=22) in their scientific investigation of “Gravity” in an archived database. Selecting appropriate analyses tools was challenging. Initial analysis used the ontological category coding system developed by Chi, Slotta & Leeuw (1994). Applying this coding system to the analysis of database notes at the individual and group levels was problematic because the categories were too broad to demonstrate any fine-grained conceptual change. In a second analysis a four-point scale to describe idea improvement in individual notes from pre-scientific to scientific (Zhang, in press) was used. Results showed an increase in the average score among students across time. That is students’ concepts became more scientific. Finally, concept mapping was used to describe idea emergence, idea improvement and the use of authoritative sources in the database at the group level. Analyzing conceptual change for individuals and for the class requires a variety of tools.