The purposes of the current study include (1) to examine the effect of integrated problem-based learning and Think-Pair-Share technique on the development of grade 8 students’ analytical thinking and (2) to examine the effect of integrated problem-based learning and Think-Pair-Share technique on the development of grade 8 students’ science learning achievement. The participants were 42 students in a school in Thailand. The purposive sampling method was employed. The instruments include a learning management plan of force and movement, analytical thinking test, and a learning achievement test. The data were analyzed using percentages, mean scores, standard deviation, and a paired samples t-test. The results of the study could be concluded that the integration of problem-based learning and Think-Pair-Share collaborative learning strategies was beneficial in both developing processes of thinking and improving students’ knowledge of class contents. The results of the study could also illustrate how learners gained benefits from the integrated methods and imply how they should be useful in the pedagogical and academic setting.

The 5E teaching model is presented as an inquiring-based instructional method that benefits learners by letting them construct their knowledge of the class concepts from what they have learned or experienced. The sole purpose of the studies was to compare grade 7 students’ learning achievement of science before and after learning in the learning management plan designed using the 5E inquiry-based learning. The study was conducted in a quasi-experimental design. The participants were 20 grade 7 students in Thailand. They were selected by a purposive random sampling method. The instruments included a 5E inquiring-based learning management plan and a pre-post learning achievement test. The data were analyzed by percentage, mean score, and standard deviation while the study hypothesis was tested using a paired-samples t-test. The results of the study indicate that the implementation of the 5E inquiry-based learning management plan benefits students’ knowledge of heat in a science class. The study provides pedagogical implications as it illustrated how a learning management plan designed in the 5E inquiry-based teaching model affected a science class. It also contributes to the research in the area as it extended the benefits of the teaching model in teaching concepts of science.