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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