摘要：In order to provide students with moments to participate in scientific investigation processes, such as data and variable analysis, the investigation of a problem and the elaboration of hypotheses, some teachers have developed their classes by the Inquiry Teaching approach. In this teaching approach, the teacher assumes the role of mediator in the construction of knowledge and students can participate more actively in classes, discussing the investigated problem and presenting solutions. However, planning lessons and building plans from this perspective is a complex task for pre-service teachers. Therefore, it is necessary to provide moments for them to develop plans and classes in accordance with the Inquiry Teaching. In this sense, this research aims to analyze the levels of inquiry proposed in plans and during classes, developed by a pre-service teacher, related to a sequence of classes on the amount of matter, emphasizing the definition of Mol. The results show that the pre-service teacher finds difficult to build a plan that contains actions to develop the main pedagogical elements of Inquiry Teaching. However, in her classes, she reached higher levels of inquiry than had been proposed in the plans.
