Intercultural teaching practices for science education (ITPSE) are suitable to support science teachers in bringing cultural inclusion into their classrooms. The epistemological bridge is the base of the ITPSE design since this approach describes culturally inclusive teaching of science. There is an ITPSE of planning and one of enactment. With those ITPSE, teachers engage students in explaining a phenomenon from science's epistemology and nonhegemonic cultures' epistemologies. Design-based research is the methodology to produce the ITPSE through three design-test-design cycles. This paper reports on the third cycle to identify evidence to redesign the ITPSE. As a result, the teacher enacted through the ITPSE a version of the epistemological bridge very close to the framework. In addition, her reflection and feedback pointed to the guiding tools refinement.