Inquiry-based science instruction perceived by beginning science teachers in a professional learning community

Yurim Kim, Aeran Choi

Research output: Contribution to journalArticlepeer-review


The purpose of this study was to investigate beginning science teachers' perceptions of inquiry-based science instruction using open-ended questionnaire and semi-structured interview. Participants of this study voluntarily set up a goal of inquiry-based science instruction, planned inquiry-based science lessons, and shared and reflected their teaching experiences in their professional learning community for more than a year. Participant teachers recognized students' construction of core scientific concepts through performing scientific inquiry as a goal of science inquiry instruction. Participant teachers indicated that goals of science education such as 'learning scientific core concepts', 'improving students' interest of science', 'improving scientific thinking', and 'understanding the nature of science' can be achieved through students' active engagement in scientific inquiry. Participant teachers recognized not only the importance of teachers' role, but also what roles science teachers should play in order to enable students to perform scientific inquiry. Participant teachers emphasized teachers' roles such as 'identifying core concepts', 'reorganizing science curriculum', 'considering student ability', 'asking questions and providing feedbacks to students', 'explaining scientific concepts', and 'leading students' argumentation.'.

Original languageEnglish
Pages (from-to)360-375
Number of pages16
JournalJournal of the Korean Chemical Society
Issue number5
StatePublished - 2019

Bibliographical note

Publisher Copyright:
© 2019 Korean Chemical Society. All rights reserved.


  • Inquiry-based science instruction
  • Novice science teachers
  • Professional learning community


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