The goal of this work is to improve the academic achievement in science of students majoring in science teacher by employed Inquiry based learning to solve their real-world problem on the specific topic of fuel shortage. Increasing memory, greater comprehension, deeper cognitive engagement and thinking of students are specific requirements of this work. Related to these goals, five major research questions guided this study are:
1. At which level does a traditional instruction (utilizing teacher to talk, backboard and textbook) influence studentsunderstanding the knowledge on energy conversion concepts?
2. At which level does inquiry learning model (by using the demonstrator) influence students understanding the knowledge on energy conversion concepts?
3. Is there any significant difference between traditional instruction and inquiry learning model separately or in combination?
4. Does Inquiry learning model enhance students retention of their newly scientific knowledge?
5. Does inquiry learning model (by using the demonstrator) enhance students motivation on learning?
