This study examined how digital science inquiry process skills specified in current science curricula (2015/2022 Revised National Curriculum, NGSS) were enacted in 10 pre-service earth science teachers' teaching demonstrations, focusing on how Earth science's disciplinary characteristics shaped this enactment. Transcripts were coded using a ninecategory "digital science inquiry process-skills" framework and analyzed using epistemic and keyword co-occurrence semantic network analyses. Both analyses converged on a structure centered on data collection, problem recognition, data interpretation, reasoning, and communication, reflecting the reliance of Earth Science on satellite, observational, and survey data, which are difficult to generate directly in the classroom. In contrast, inquiry design (variable control) and mathematical/computational thinking were weakly enacted, a pattern consistent with the inherent constraints of Earth science on direct experimentation. Notably, observation- and classification-based activities, centered on the classification of planets and galaxies, formed a distinct, self-contained module, indicating that Earth science's traditional inquiry methods (observation and classification of macroscale phenomena) persisted and were actively reconfigured within digital environments (classification programs and visualization tools) rather than being displaced by them. These findings indicate that digital inquiry enactment in Earth science classrooms is not uniform across process skills but is systematically shaped by the discipline's methodological particularities, offering implications for how the generic process-skills framework should be contextualized in Earth science teacher education.

Abstract
1. Introduction
2. Methods
    2.1. Deriving the digital science inquiryprocess-skills framework
    2.2. Participants and data collection
    2.3. Analytic method
3. Results and Discussion
    3.1. ENA Results
    3.2. Keyword Co-occurrence SNA
4. Conclusion
Acknowledgement
References

• Jong-Hee Kim(Department of Earth Science Education, Chonnam National University, Gwangju 61186, Korea)
• Youngsun Kwak(Department of Earth Science Education, Korea National University of Education, Cheongju 28173, Korea) Corresponding author
• Hannah Yoon(Department of Earth Science Education, Korea National University of Education, Cheongju 28173, Korea)