Effects of Learning Experiences Including Argument-Based Inquiry Teaching Practice and Peer Evaluation on the Science Inquiry Teaching Efficacy of Pre-Service Chemistry Teachers 


Vol. 69,  No. 5, pp. 263-275, Oct.  2025
10.5012/jkcs.2025.69.5.263


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  Abstract

This study explored the effects of pre-service chemistry teachers’ Argument-Based Inquiry (ABI) teaching experiences and peer lesson evaluation activities on their science inquiry teaching efficacy. Twenty-three third-year chemistry education majors at a national university in a metropolitan city participated in ABI-based teaching practice and completed pre- and post-tests using a science inquiry teaching efficacy scale, along with peer evaluation journals. Results showed significant efficacy improvements in key inquiry domains, including eliciting student questions, expecting evidence use, formulating explanations, connecting scientific concepts, and delivering and justifying explanations. Overall teaching self-efficacy and teaching outcome expectancy also increased. These outcomes appear to result from the fact that each stage of the ABI model encompasses all elements of scientific inquiry. The findings confirm that the ABI model is an effective instructional strategy for strengthening pre-service chemistry teachers’ science inquiry teaching efficacy and highlight the importance of practice-oriented education and reflective lesson evaluation. Future research should comprehensively examine classroom performance and the quality of reflective practice to clarify the practical impact of ABI experiences.

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  Cite this article

[IEEE Style]

J. Park, H. Park, J. Nam, "Effects of Learning Experiences Including Argument-Based Inquiry Teaching Practice and Peer Evaluation on the Science Inquiry Teaching Efficacy of Pre-Service Chemistry Teachers," Journal of the Korean Chemical Society, vol. 69, no. 5, pp. 263-275, 2025. DOI: 10.5012/jkcs.2025.69.5.263.

[ACM Style]

Jihun Park, Honggyeong Park, and Jeonghee Nam. 2025. Effects of Learning Experiences Including Argument-Based Inquiry Teaching Practice and Peer Evaluation on the Science Inquiry Teaching Efficacy of Pre-Service Chemistry Teachers. Journal of the Korean Chemical Society, 69, 5, (2025), 263-275. DOI: 10.5012/jkcs.2025.69.5.263.

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