In a context of necessary renewal of teaching methods in secondary science education, the question of the availability of resources for supporting science teachers in designing and carrying out learning activities based on Inquiry-Based-Learning (IBL) needs to be addressed. The P2S-Corise (Design of Resources for IBL) project aims at identifying the didactical variables (Brousseau 1998) that teachers need to take into consideration when designing learning situations allowing students to carry out their own investigations in an interdisciplinary context. The project is based on a design experiment methodology. The researchers designed and analyzed several learning situations in collaboration with teachers. The learning situations considered are grounded in several wider scientific topics in order to scrutinise the various conceptual viewpoints emerging from mathematics and experimental sciences. The design of the learning situations and their analysis draws on classroom observations and on the feedback given by the teachers and their students. On-line resources describing the experimented situations have been designed in order to support teachers with the classroom implementation of IBL. In this presentation, we focus especially on the relevance of these resources as a means to foster evolutions of the teaching methods in science towards more inquiry.