In response to epoch-making development in science and technology, the innovative curricular materials have been begun to develop since the late 1950s and early 1960s. However, the new inquiry-centered materials have failed to be successfully used in teaching/learning practices of science. Among the various reasons for the failure, the very nature of the inquiry approach has been identified as the most critical problem. Nevertheless, fostering inquiry faculties on the part of the students has been emphasized as one of the most important objectives of science instruction. Therefore this study was conducted for the purpose of developing a practical inquiry-oriented instructional method. In order to obtain this goal the nature of scientific inquiry was analyzed and the status quo of science education in which inquiry-oriented instructional strategies were applied was examined. The results of the study are described in this paper.