Purposes of this study are to investigate the effects of science teaching models on photosynthesis, and to select efficient teaching models among hypothesis-testing, learning cycle and science-technology-society(STS) models. The subjects were 209 the eighth graders of six girls` middle school classes in Chungchungnam-do. To examine their effects of application to class, the levels of biology achievements and inquiry consideration were analysed. STS and hypothesis-testing teaching model were much more efficient than the others on the achievement of photosynthesis, and hypothesis-testing, learning cycle and science-technology-society(STS) models effected on the improvement of biology inquiry considerations. These results suggested that different teaching models should be applied by learning topics or experiments of biology.