Analysis of Pre-Service Chemistry Teachers' Perceptions and Beliefs About Inquiry in the Context of Inquiry-Based Teaching and Learning 


Vol. 69,  No. 3, pp. 127-144, Jun.  2025
10.5012/jkcs.2025.69.3.127


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  Abstract

Inquiry-based teaching and learning is influenced by the context in which it occurs and various factors surrounding that context. Among these, teachers, as key agents in the teaching and learning process, must be considered as crucial factors. In particular, teachers’ instructional practices emerge through the complex interplay of their perceptions and beliefs, teaching and learning content and materials, and surrounding circumstances. This study examined cases in which pre-service chemistry teachers engaged in authentic inquiry by identifying and solving problems within a Physical Chemistry Laboratory course. Based on these self-identified problems, they designed and implemented inquiry-based lessons. This study analyzed how pre-service chemistry teachers perceived inquiry in two contexts: (1) as learners engaging in authentic inquiry and (2) as instructors designing and implementing inquiry-based lessons. Furthermore, this study explored the relationship between these two contexts and proposed implications for pre-service teacher education aimed at fostering inquiry-based teaching and learning.

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  Cite this article

[IEEE Style]

J. Lee and J. Baek, "Analysis of Pre-Service Chemistry Teachers' Perceptions and Beliefs About Inquiry in the Context of Inquiry-Based Teaching and Learning," Journal of the Korean Chemical Society, vol. 69, no. 3, pp. 127-144, 2025. DOI: 10.5012/jkcs.2025.69.3.127.

[ACM Style]

Jong-Hyeok Lee and Jongho Baek. 2025. Analysis of Pre-Service Chemistry Teachers' Perceptions and Beliefs About Inquiry in the Context of Inquiry-Based Teaching and Learning. Journal of the Korean Chemical Society, 69, 3, (2025), 127-144. DOI: 10.5012/jkcs.2025.69.3.127.

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