The aim of the research is to reveal the effects of inquiry on the motivation of new generation
students for learning Physics and Mathematics. Self-Determination Theory gives a theoretical
background for the research. Quantitative methods dominate in this monograph. The monograph
analyses the motivation for learning science in terms of inquiry levels as well as in terms of
real and digital Physics labs. The monograph also reveals the role of significant social issues
in promoting intrinsic motivation and communication of lower secondary school students. The
monograph considers motivation for learning Mathematics. The research discloses students¿
attitude towards the educational and social benefit of learning Mathematics.
