In this study, the ‘Digital-based Science Inquiry’ classes implemented by pre-service biology teachers were analyzed and their teaching experiences were investigated. The participants were nine junior students from the Department of Biology Education at University C in Metropolitan City G. They were divided into three groups of three, with each group planning, implementing, and reflecting on the science inquiry lesson using digital tools. Each group developed a teaching and learning plan. They then conducted only the portion of the lesson corresponding to digital-based science inquiry. And then, they engaged the reflection on their classes, and individual interviews. Data sources, including recorded files from the lesson planning process, teaching and learning plans, class demonstration and reflection videos, and interview transcripts, were analyzed using TPACK and KTOP frameworks. From the TPACK perspective, the analysis revealed that pre-service biology teachers planned their lessons by considering technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK). However, when they had limited experience using digital tools, they struggled to effectively integrate these tools with appropriate teaching methods. From the KTOP perspective, digital inquiry tools...