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This paper describes aspects of the existing tradition of practical work in secondary science education in Sweden, with a focus on inquiry-oriented teaching approaches. Twelve secondary science teachers were interviewed and asked to describe examples of their own teaching practices that they believed constituted inquiry-oriented teaching. The descriptions are analysed in relation to key components of inquiry as conceptualised in the science education literature. In addition, the teachers’ way of talking about their own teaching in relation to inquiry is described and analysed. The results show a wide variety of teaching approaches that are associated with inquiry in different ways. Although inquiry is valued by many teachers, it is also problematic. We discuss the nature of the problems associated with inquiry by the teachers and the possible consequences of these for teacher education, in-service training and curriculum development.

This is a case report of a 53-year-old man who had a swelling of both submandibular glands and an elevated serum immunoglobulin G (IgG) level. The histopathology examination was positive for IgG4 plasma cells with an IgG4/IgG ratio of 0.62, which is diagnostic for IgG4-associated sialadenitis. If IgG4-associated sialadenitis is suspected fine needle aspiration, serum IgG/IgG4 and examination of extra salivary disease should be performed to confirm the diagnosis.