Inquiry-based learning is inductive teaching method which was very popular in 1960's, but in nowadays science and technology was not extended so much. Method differs from traditional instructional methods in developing a) students' self-regulation and efficacy, b) critical and logical thinking, and c) problem solving skills. European Union seventh framework project titled Chain Reaction makes effort to promote and exploit this method to science and technology with pre-prepared four content topics in order to collect necessary data for its quality assessment. Active learning was carried out at open learning activities of technology days at five Slovenian elementary schools. The sample consists of 260 eighth- and ninth-grade students. Inquiry-based learning was guided by 5E learning cycle model, where students' satisfaction was assessed when learning was accomplished. Multiple regressions revealed key factors affecting student satisfaction, while variance analysis defines significant impact with effect size. Satisfaction factors were revealed, beta weights in parentheses: content (0.29), physical learning environment (0.27), reactions (0.26), learning process (0.26) and learning material (0.25). Learning difficulty was judged to be moderate. Instructional model suits to male and female students evenly, while green heating learning theme needs to be modified accordingly.
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