Although the association between inquiry and science education has existed since the beginning of the 20th century, there is no guarantee that this practice frequently occurs in science classes and neither that it can also be used with the same purposes. Therefore, we think it is relevant that researchers investigate how this works in the Brazilian context. In this research, we investigated the challenges faced and the strategies used by two different teachers during the implementation of a single inquiry based project equating it to school reality, grade level and cultural context. Data collection was based on primary sources (interviews, questionnaires), and secondary sources (portfolios, student's assignments, cards, reports and observations). We noticed that both teachers implemented the same project in very different ways. The adaptations according to their professional experience and the students' grade level are presented here.
Inquiry and science teaching; Participatory learning; Teachers practice