The seven teachers who were interviewed differed in age, teaching experience, view of knowledge and
learning, and they used different teaching strategies. They had chosen four different cases. In spite of the
differences, there were some similarities. They all chose a case that they could fit in with their regular planning.
They all implicitly understood that working with SSI means giving students lots of freedom. Group work was
frequent and they expressed that students had difficulties in formulating “good” questions that encouraged
student to discuss, further questions and search for answers. However, only two of them expressed explicit
strategies for dealing with this. Although they saw potential in learning science by working with these cases,
they all worked as if this implementation was a special event. For instance, one teacher chose an overachieving
class, and they had all prepared the students by teaching the contents before starting the case. Also, one teacherworked with the case as a special project besides the regular teaching, and most of them did not assess the work
as thoroughly as they usually do. It is in accordance with the questionnaires where 25% of the teachers
mentioned the case as “a special project”. The seven teachers had different ideas of how students learn, but they
all explicitly and implicitly talked bout knowledge as a set of facts which should be taken in by the students.
However, they all felt secure with both the contents and the chosen work forms.