In this study, the ‘Digital-based Science Inquiry’ classes implemented by pre-service biology teachers were analyzed and their teaching experiences were investigated. The participants were nine junior students from the Department of Biology Education at University C in Metropolitan City G. They were divided into three groups of three, with each group planning, implementing, and reflecting on the science inquiry lesson using digital tools. Each group developed a teaching and learning plan. They then conducted only the portion of the lesson corresponding to digital-based science inquiry. And then, they engaged the reflection on their classes, and individual interviews. Data sources, including recorded files from the lesson planning process, teaching and learning plans, class demonstration and reflection videos, and interview transcripts, were analyzed using TPACK and KTOP frameworks. From the TPACK perspective, the analysis revealed that pre-service biology teachers planned their lessons by considering technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK). However, when they had limited experience using digital tools, they struggled to effectively integrate these tools with appropriate teaching methods. From the KTOP perspective, digital inquiry tools were effectively utilized for enhancing conceptual understanding and guiding inquiry skills. However, the limitations were observed in fostering cooperative learning and facilitating communication. Pre-service biology teachers designed digital-based science Inquiry classes by selecting digital tools that support conceptual understanding, facilitate collaboration and result-sharing, and enhance learning motivation and engagement. Additionally, they recognized that while integrating digital tools into science instruction can improve conceptual comprehension, support inquiry activities, and promote collaboration and communication, a significant challenge lies in the time required to learn how to use these tools effectively. Therefore, it is essential to provide practical support to ensure that pre-service biology teachers can effectively integrate digital tools into science inquiry lessons.
In this study, the ‘Digital-based Science Inquiry’ classes implemented by pre-service biology teachers were analyzed and their teaching experiences were investigated. The participants were nine junior students from the Department of Biology Education at University C in Metropolitan City G. They were divided into three groups of three, with each group planning, implementing, and reflecting on the science inquiry lesson using digital tools. Each group developed a teaching and learning plan. They then conducted only the portion of the lesson corresponding to digital-based science inquiry. And then, they engaged the reflection on their classes, and individual interviews. Data sources, including recorded files from the lesson planning process, teaching and learning plans, class demonstration and reflection videos, and interview transcripts, were analyzed using TPACK and KTOP frameworks. From the TPACK perspective, the analysis revealed that pre-service biology teachers planned their lessons by considering technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK). However, when they had limited experience using digital tools, they struggled to effectively integrate these tools with appropriate teaching methods. From the KTOP perspective, digital inquiry tools were effectively utilized for enhancing conceptual understanding and guiding inquiry skills. However, the limitations were observed in fostering cooperative learning and facilitating communication. Pre-service biology teachers designed digital-based science Inquiry classes by selecting digital tools that support conceptual understanding, facilitate collaboration and result-sharing, and enhance learning motivation and engagement. Additionally, they recognized that while integrating digital tools into science instruction can improve conceptual comprehension, support inquiry activities, and promote collaboration and communication, a significant challenge lies in the time required to learn how to use these tools effectively. Therefore, it is essential to provide practical support to ensure that pre-service biology teachers can effectively integrate digital tools into science inquiry lessons.
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