Unlike the medical field where scaling and translating research into practice adopts a linear staged process(Woolf,2009),the educational sciences is more complicated with overlapping social dimensions and evolving teaching and learning contexts.In this paper,we discuss issues on scaling inquiry practices,and we argue that scaling is not a mere roll out of resources related to any particular new pedagogy,nor is it adequate to provide professional development for teachers; rather it requires conviction on the part of teachers and the resilience for change afforded by epistemic learning.In this sense,scaling is less a mechanistic roll out of resources but more a capacity development and mindset shift.