Recent reforms in science education call for curricula designed to support students' construction of knowledge through inquiry. Teachers need to learn new methods and content to enact reform-based curriculum, and educative materials designed to address teacher as well as student learning are one vehicle for this type of reform. This paper describes the development and use of science curriculum materials that are consistent with constructivist ideas, address national and local goals for student learning, and are educative for teachers. Three middle school teachers with limited experience in physics and project-based science enacted a 10-week unit on force and motion using these curricular materials. The findings of this study indicate that teachers used and learned from the materials and that the educative features that addressed content pedagogical knowledge were used more often and more effectively than those materials that addressed either pedagogical or content knowledge only. (Contains 18 references.) (Author/WRM)