We are presenting the first results of an ongoing research which is part of the European project called S-TEAM (Science Teacher Education Advanced Methods). The aim of this research is to study the evolution of teaching practices through the use of the inquiry-based learning method or other similar devices. In order to show how effective learning processes could be, we would like to integrate the temporal aspects of both learning processes and teaching processes into the inquiry-based learning activities. Through an analysis made on the practice of a teacher whose first 18 lessons with third-year secondary school pupils were filmed, we're aiming to show how acquisition of knowledge can be carried out by working on several activities linked to each other and by having devolution phases alternate with institutionalization phases.
