The laboratory-learning environment needs to become more exploratory and undergo a transformation from its traditional confirmatory role in the learning of science. This is necessary to effectively allow students to achieve scientific literacy. The availability of powerful tools for data collection and analysis provides an opportunity for students to engage in activities similar to those found in scientific work. An investigation of science teachers' use of microcomputer-based laboratories in inquiry-based activities shows the benefits inherent in the technology; in particular, an improvement in performance on content-related tasks and in using process skills necessary for inquiry-based learning was found. The ability to correctly predict the outcome of an experiment is strongly correlated with the agreement between different modalities used in the prediction. Thus, performance on science tasks using graphical analysis can be enhanced by the described methodology; recommendations are offered for successful implementation of inquiry-based instruction. (Contains 1 table and 8 figures.)