PARRISE is a European multidisciplinary consortium that developing the features of a new type of inquiry for science classrooms, the SSIBL approach (Socio-Scientific Inquiry Based-Learning). This communication presents the French construction of these features and reports on the appropriation of this approach by trainee-teachers in general education and agricultural education through a comparative analysis of the scenarios produced during their teaching practice. Results show that the inquiry implemented by the trainee-teachers mobilized the identified phases of the inquiry in different ways and presented to the students a non-linear pathway for their inquiry activity. The teaching approach chosen by the teachers is pluralistic but oriented towards a critical-pragmatical approach. This study documents the nature and the features of the Inquiry based learning on socially acute questions, especially concerning the use of the complexity paradigm and the change of approach that implies for the teachers.