The purpose of this research was to investigate the effect of inquiry learning instruction using empirical abductive experiments in ‘the rates of chemical reactions’ of high school students\' improvement of science achievement, scientific reasoning, science related attitude. The treatment group received 11 classes of inquiry learning instruction using empirical abductive experiments with 5 empirical abductive experiments in the exploration phase. The control group received 11 classes of textbook oriented learning instruction with 4 deductive experiments. After the test period, post-test evaluation instruments (science achievement, scientific reasoning and science related attitude tests) were used, and ANCOVA analysis using SPSS (v.12.0) revealed the effects of them. Firstly, there was a significant difference between two groups for the students\' science achievement test by ANCOVA (p<.05). In the high level group, the statistics showed that there was the significant difference between two groups (p<.05). However, in the low level group, there was no significant difference between two groups (p>.05). Secondly, there was the significant difference between the two groups regarding the students\' scientific reasoning test (p<.05). In both of high and low level groups, ANCOVA revealed that the result of scientific reasoning for the treatment group was significant (p<.05). Also ANCOVA showed that the effect of scientific reasoning for the hypothetical-deductive․the transitional and the empirical-inductive thinking groups in the treatment was statistically significant compared to that of the control group (p<.05). Thirdly, there was significant difference between the two groups in terms of the science related attitude test by ANCOVA (p<.05). The scores of the high and low level groups showed significant difference (p<.05).