The purposes of this research were 1) compare science learning achievement of Mathayom Suksa V students in Buri Ram province, who learned under the inquiry method (5E) with graphic organizing technique, with that of the students who learned under the traditional teaching method; and 2) compare integrated science process skills of the students who learned under the inquiry method (5E) with graphic organizing technique with that of the students who learned under the traditional teaching method. The research sample consisted of 32 Mathayom Suksa V students in two intact heterogeneous classrooms of Mueang Phochai Pitthayakhom School in Buri Ram province, obtained by cluster random sampling. One classroom was randomly assigned as the experimental group to learn under the inquiry method (5E) with graphic organizing technique; while the other classroom, the control group to learn under the traditional teaching method. The employed research instruments included 1) learning management plans for the inquiry method (5E) with graphic organizing technique; 2) learning management plans for the traditional teaching method; 3) a science learning achievement test; and 4) an assessment scale for integrated science process skills. Statistics for data analysis were the mean, standard deviation, and t-test.

     Research findings showed that 1) the post-learning science learning achievement of Mathayom Suksa V in Buri Ram province, who learned under the inquiry method (5E) with graphic organizing technique, was significantly higher than that of the students who learned under the traditional teaching method at the .01 level of statistical significance; and 2) the integrated science process skills of the students who learned under the inquiry method (5E) with graphic organizing technique was significantly higher than those of the students who learned under the traditional teaching method at the .01 level of statistical significance.