Good practical work entails variety in forms across science disciplines. However, there seems to be unequal development of scholarship between laboratory work and science demonstrations. Demonstrations have potentials to be developed in support of inquiry-based science education. The challenge is that they require careful considerations of not only an appropriate pedagogical framework but also good knowledge of who the students are. This small-scale study describes an intervention implemented in two courses for preservice and inservice science teachers, in which demonstration as an instructional strategy was introduced within inquiry-based science education frameworks. Reflections on potentials and challenges as well as implications for future pedagogical development work are presented.