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This study aims to analyze the characteristics and difficulties of class appearing through the drawing-up of a teaching and learning process plan for explicit class and the process of class demonstration for the improvement of biology pre-service teachers from universities of education and graduate schools of education, while investigating their perceptual change before and after the class demonstration. The research results can be summarized as below. Firstly, in the drawing-up of a teaching and learning process plan with prediction inquiry function factors applied in the domain of secondary school biology, they showed difficulties in stating the importance of prediction, making an operant prediction and distinguishing and suggesting prediction and inference. In the drawing-up of a teaching and learning process plan with inference inquiry function factors applied, the showed difficulties in instructing that various kinds of observation are needed for a better inference, making students understood about the definition and clearly suggesting a process of drawing a conclusion through inference. Secondly, in the process of class demonstration, groups having applied prediction inquiry functions showed difficulties while teachers were providing students with a chance to directly go through an operant prediction, and groups having applied inference inquiry functions showed difficulties in clearly distinguishing and suggesting prediction and inference while suggesting the importance of inference. Thirdly, after the explicit class demonstration, this study found out pre-service teachers came to perceive that science teachers should suggest various and exact data and provide students with a chance to exactly understand inquiry functions and to arrange the concepts for themselves, not consistent and standardized inquiry activities.
