Curriculum has many meanings. Here, it is broadly conceptualized as comprising the domains of, and rationales for, subject matter and intended learning outcomes, nature and organization of instruction and learner experiences, and interactions among students and teachers within the immediate settings of classroom and school, as well as broader societal contexts. The meanings of inquiry, particularly in the context of science education, also are numerous. These include scientific inquiry (how scientists conduct their practice), inquiry teaching (as means, pedagogy, or an instructional approach to facilitate science content learning), inquiry learning (as an active process of learning, which assumes that students construct understandings in ways similar to how scientists develop claims to scientific knowledge), and inquiry as content (as ends, or subject matter to be learned) (Abd-El-Khalick et al. 2004...