摘要：AbstractThe purpose of this study was to explore the influence of implementing inquiry-based instruction on science-learning motivation and interest. The participants included students from three high schools located north, west, and south of Taiwan.The results showed that after participating in the implementation of inquiry-based instruction, science learning motivation and interest were both increased. Among them, School A achieved the best learning effect. Significant variation was observed in terms of self-efficacy and performance goals with regard to learning motivation; considerable differences in learning interests were also seen with respect to attitude towards science, learning atmosphere, learning difficulties, and learning commitment.
