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The purpose of this research was to investigate the effects of integrating information literacy into science instruction on students' problem solving and science learning. In this quasi-experimental study, two 7th-grade classrooms from a public junior-high school were randomly assigned into the experimental group and control group. The former accepted an inquiry-based science curriculum infused information literacy using the Big6 model, while the latter accepted the traditional lecture-oriented instruction. Three tests were administered before and after the instruction to test students' problem-solving, memory and comprehension. Results showed that the experimental group significantly outperformed their counterparts on problem-solving and comprehension learning, while not on the memory.