This paper reports on a study aiming at examining the effect of using digital concept maps in inquiry learning. Digital concept maps were asked to be created in different stages of the inquiry learning sessions to support their investigations. The participants were a total of 24, 10th-grade students enrolled in a chemistry course at a public high school. A mixed design method including a pre-test and post-test to determine the developments in the inquiry learning skills via the Inquiry Learning Perception Scale and an achievement test to examine the developments in their academic achievements and interviews were carried out to explore students' evaluations about the use of concept maps in their inquiries. The results indicated that; digital concept maps contributed positively to the development of students' inquiry learning skills especially in the orientation, conceptualization, and discussion stages. Also, students' academic achievements were positively improved. In addition, the prominent issues in children's evaluations were; supporting students' knowledge construction by supporting critical thinking, inquiry, resource scanning, exchange of ideas, and collaborative discussions. The study concludes with suggestions for instructional designers or teachers who plan to apply inquiry learning.