Educational research of the last years has often dealt with the question of how to implement research-based innovations in the practical field of schools. In this presentation we will present the project "chemistry in context", a project dealing with a context- and inquiry-based chemistry curriculum development for secondary schools. To implement this context-based approach we used a so called 'symbiotic implementation' which can be characterized by an intense collaboration of researchers and teachers. Theoretically, we orientate ourselves at approaches of situated learning (Putnam & Borko, 2000). Instead of implementing an elaborated approach via top-down-strategy, we used this symbiotic strategy for better adapting the ideas of "chemistry in context" to the teachers and their individual conditions in schools. Core of the symbiotic approach are "learning communities" of teachers and researchers. These implementation groups were built on a regional level, their main task is the development and realization of context-based teaching and learning in their classes. Researchers and teachers are seen as experts for the context-oriented approach for chemistry instruction, but they differ in their perspectives and use different expertise for the improvement of teaching and learning (Gräsel, Fussangel & Pröbstel, 2006). In a second phase of the project we used 'dissemination groups' to further disseminate our approach for chemistry instruction. In the dissemination groupts, there is no researcher accompanying the learning community. Instead, an experienced teacher of the first phase organizes and guides the new grounded 'dissemination group'. If necessary, the dissemination teams can ask researchers for support - but any support is only given "on demand". In our empirical study the following research questions were investigated: Does the implementation strategy by means of disseminators work? How do implementation and dissemination groups differ in how they realize the context-oriented approach of chemistry in context?To answer these questions we conducted a longitudinal study. We used questionnaires to assess teachers' and students' view on chemistry instruction and their perceived effects of chemistry in context. Focused variables were self-regulated student learning, cross-curricular competencies and applicable knowledge; these variables represent central aims of the chemistry in context approach. Other aims of this context-oriented approach were to foster students' motivation and interest in science. As we have different levels of data, we conducted linear hierarchical modelling analysis. The sample for these analyses consists of about 600 students, 400 belonging to teachers in 'implementation groups' and 200 belonging to teachers in 'dissemination groups'.The results show that there are only small differences between the implementation and the dissemination groups. Regarding the variables of self-regulated learning and cross-curricular competencies the students in dissemination groups noticed these effects more strongly. Regarding students' motivation and interest in chemistry there were no differences between the two groups.As a consequence, we can say that our implementation strategy by means of disseminators has worked: Regarding important variables as motivation and interest of students there were no differences between the implementation groups of the first phase and the dissemination groups of the second phase of the project. To some extent the effects in the dissemination groups were even stronger. Therefore, we can conclude that the symbiotic strategy is appropriate to implement an innovative curriculum in science teaching.Gräsel, C., Fussangel, K. & Pröbstel, C. (2006). Lehrkräfte zur Kooperation anregen - eine Aufgabe für Sisyphos. Zeitschrift für Pädagogik, 52, 205-219. Parchmann, I., Gräsel, C., Baer, A., Nentwig, P., Demuth, R. & Ralle, B. (2006). "Chemie im Kontext": A symbiotic implementation of a context-based teaching and learning approach. International Journal of Science Education, 28, 1041-1062. Putnam, R. T. & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.