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Interactive Whiteboards (IWB) enable students not only in writing and drawing, but also inserting and dragging pictures, overwriting and storing hand-made productions. In this paper, we analyse the potential of this educational tool in a secondary school science laboratory from the perspective of promoting students’ participation in the scientific practices of inquiring, modelling and argumentation. To this end, 20 science experimental workshops have been analyzed. We describe and analyze which actions carried out with the IWB exploit the most the potential of IWB for encouraging students to think, make and communicate science.