Exploring Changes in Chemistry Teachers’ Teaching Orientations Toward Scientific Inquiry Using Digital Tools in PLC 


Vol. 69,  No. 6, pp. 356-377, Dec.  2025
10.5012/jkcs.2025.69.6.356


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  Abstract

This study aims to explore changes in the teaching orientations of four high school chemistry teachers in a professional learning community (PLC) focused on scientific inquiry using digital tools. Data was collected through pre- and post-PLC questionnaires, interviews, and PLC discussions. Analysis across three subcomponents, i.e., beliefs about the nature, goals, and teaching-learning of scientific inquiry using digital tools revealed that teacher orientation remained stable, newly emerged, elaborated, expanded, adjusted or narrowed after teacher activities in PLC. These changes seemed to occur through reconstructing the meaning of scientific inquiry using digital tools based on teacher beliefs about science and scientific inquiry, developing goals for teaching scientific inquiry using digital tools, and reorganizing the structure and process of teaching and learning. The findings suggest that PLC activity, classroom practice, teacher and school learning context, and teacher-student interaction collectively shape and transform teaching orientations toward scientific inquiry using digital tools.

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  Cite this article

[IEEE Style]

J. Kim and A. Choi, "Exploring Changes in Chemistry Teachers’ Teaching Orientations Toward Scientific Inquiry Using Digital Tools in PLC," Journal of the Korean Chemical Society, vol. 69, no. 6, pp. 356-377, 2025. DOI: 10.5012/jkcs.2025.69.6.356.

[ACM Style]

Jiye Kim and Aeran Choi. 2025. Exploring Changes in Chemistry Teachers’ Teaching Orientations Toward Scientific Inquiry Using Digital Tools in PLC. Journal of the Korean Chemical Society, 69, 6, (2025), 356-377. DOI: 10.5012/jkcs.2025.69.6.356.

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ISSN(Print) 1017-2548
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