The aim of this study was to investigate the effects of information technology integrated into 5E inquiry instruction on 7^(th) graders' biology learning achievement and learning attitude. This study adopted a nonequivalent pretest-posttest control group design using "Blood Circulation System" as a unit of inquiry. Participants in this study included fifty three 7^(th) graders from a Tainan municipal junior high school. The experimental group was taught by the information technology integrated into 5E inquiry instruction, while the control group received the traditional teacher-fronted instruction. The experiment was conducted in eight class sessions during two weeks. The research tools include "Biology Learning Achievement Test" and "Biology Learning Attitude Scales". The findings of this study show (1) there is no significant difference in the learning achievement of these two groups; (2) the experimental group scores higher than the control group in learning attitude, especially in learning strategies and learning motivation; (3) participant students express great satisfaction with the information technology integrated into 5E inquiry instruction which they believe will enhance their autonomous learning ability.