This book examines the prospective science teachers' developing understanding of scientific inquiry and Mendelian genetics. A computer simulation of basic inheritance processes was used in combination with small-group discussions and other instructional scaffolds. The theoretical background is derived from a social constructivist perspective. Findings suggest that while studying important concepts in science, carefully designed inquiry experiences can help prospective science teachers to develop an understanding about the types of questions scientists in that field ask, the methodological and epistemological issues that constrain their pursuit of answers to those questions, and the ways in which they construct and share their explanations. The findings and analysis informs such questions as: - How can inquiry-based instruction be implemented in science teaching method course? - What are the roles of students and instructors in inquiry-based teaching class? - What are the difficulties of implementing inquiry based practices in science classrooms? The book is addressed to practicing science teacher educators and science teachers. It is also directed towards researchers in Science Education, Teacher Education and Science Technology and Society.