Two elementary certified middle school science teachers are studied for changes in practical knowledge supporting the implementation of kit‐based inquiry as part of a schoolwide reform effort. Emphasis is placed on studying how these two pilot teachers enact guided inquiry within their unique pedagogical and curricular interests, and what adaptations they make in their use of Science and Technology for Children™ and Science and Technology Concepts for Middle School™ curriculum. Case study results support the notion that reform is complex and personal, and teachers as professionals need collective and individual support in the classroom as they make incremental changes in practice toward becoming inquiry‐oriented teachers.
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Jones et al. (2007) studied this question.
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