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Teachers' reluctance to implement inquiry-basedapproaches may be attributed to differentinterpretations of the underpinning theory. Effortsto help teachers implement effective teachingapproaches should foster fundamental changes ofbeliefs, knowledge, and habits of practice thatteachers deeply hold along with providing additiveskills. The framework of the SWH emphasizes the roleof classroom dialogical discussion in students'learning. The role of teacher when implementingconstructivist approaches in student-orientedclassrooms, differs markedly from traditionalapproaches, thus there is a need to study changes inteaching practice when using this specific tool.Teachers varied in their implementation of the SWH.Three criteria were constructed to define teachers'levels of implementation: epistemological belief,pedagogical practice, and teacher content knowledge.Different components were included within eachcriterion, with three scales used to rank eachteacher's implementation within each criterion. Thestudy is pointing to the importance of assistingscience teachers with effective pedagogicalstrategies if there is to be an impact on students'performance on tests.