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In order to move towards inquiry-based teaching of school science, teachers need to know how scientific research works. This knowledge will not be gained through listening to lectures by scientific researchers or reading books on scientific research. Teachers need to experience research practice by participating in it in a laboratory. This study explored a teacher workshop that provided science teachers with the opportunity to participate in real research laboratories. It probed evidence of changes in teacher beliefs about teaching and learning and analysed one case of infusing research experiences into teaching modules after research participation. The research units that teachers participated in for three weeks were in seven fields: geology, astronomy, chemistry, physics, mathematics, computer science and environmental engineering. The participating teachers' beliefs about science teaching and learning and their perceptions of constructivist teaching were compared before and after they participated in the research work
