本研究旨在觀察國小師資生修習「自然科教材教法、教育實習」課程，是否能獲得探究式教學法的專業成長，並探討其發展歷程。本研究利用詮釋性研究法以某國立教育大學自然科學教育學系的13 位師資生為研究對象，利用5Why 鷹架式提問教學和POE 教學等教學理論配合案例教學影片介紹，探討師資生在教案設計、實際教學活動與班級經營的改變歷程。師資生先學習理論課程，接著觀摩教學案例，然後設計教案、微型教學及到國小實地試教，研究者蒐集學習歷程檔案、教案、教學回饋單、上課錄影及晤談資料，進行分析形成主張。研究結果顯示：1. 師資生上完理論課程能初步了解5Why 鷹架式提問教學和POE 教學，而案例教學影片幫助師資生更清楚的將這些教學法實施於教學活動中。2. 師資生所設計之教案，融入生活事件引起學習動機，以學童為中心，給予學童更多的參與，自行建構屬於自己的知識。3. 師資生在經過兩種探究式教學法的教學活動後，普遍認為自己的提問技巧有待加強，且能找出自己的缺失，尋求改進之道。4. 所有師資生都認為案例教學影片有助於他們在教案設計及實際教學活動的專業成長。根據研究結果建議：案例教學影片應該上網，讓師資生自由取用，師資生可多利用機會至國小現場見習國小教師教學，學習班級經營技巧。

The purpose of this study is to observe whether pre-service teachers can successfully develop inquiry-based teaching knowledge and skills through the ＂methods course and educational practicum for teaching natural science＂ curriculum. Based on the curriculum, to explore the processes of their professional development. The subjects of this study were thirteen pre-service teachers majoring in Nature Science Education in a University of Education. Based on instructional theories, and with the use of case teaching videos, the authors attempted to observe and understand pre-service teachers’ changes in their designs of teaching plans, classroom teaching activities, and classroom management. Throughout the course, the pre-service teachers studied at first theoretical foundations of inquiry-based teaching, followed by watching case teaching videos, designing lesson plans, micro-teaching, and finally practice teaching in elementary schools. Meanwhile, the researchers collected data from a range of sources, including pre-service teachers learning portfolios, lesson plans, feedback sheets, videos of their classroom teaching, and interviews. These data were then analyzed, leading to the following assertions. First, pre-service teachers gained basic understanding of 5Why scaffolding guided questioning teaching and POE teaching method after studying the theoretical part in this course. They understand more about teaching after watching videos of examples on how to use inquiry-based teaching method during class. Second, pre-service teachers were able to design lesson plans, which were student-centered and relevant to students’ real life. Such inquiry-based teaching invoked students’ motivation and participation, enabling them to construct knowledge by themselves. Third, most of pre-service teachers considered their skills in asking good questions still lacking, even after they went through the teaching activities on inquiry science teaching methods. However, they were able to identify their shortcomings and to explore ways for further improvement. Fourth, all of the participating pre-service teachers agreed that studying inquiry-based teaching through watching videos of teaching examples could help them on the design of lesson plans and on science teaching practice. According to the results obtained, it is suggested that the video clips of teaching examples should be uploaded on the internet, making them easily accessible for pre-service teachers to use. In addition, pre-service teachers are encouraged to visit elementary schools to observe classroom teachers’ teaching, in order to improve their own classroom management skills.