Paper Title
The Effects Of Inquiry-Base Learning Method On Student Teachers� Understanding Science Process Skills In Science For Early Childhood

Abstract
The objectives of this research were to study and compare the understanding science process skills of early childhood student teachers before and after using Inquiry-based learning method in science for early childhood. The sample used in this research were 2nd year early childhood student teachers utilizing 24 students who were studying in the second semester, the academic year 2015 in UdonThaniRajabhat University, Thailand which selected by cluster random sampling. The research instruments were the lesson plan of Inquiry-based learning method of science process skills and the understanding science process skills test. The research was carried out by the one group pretest-posttest design. The data were analyzed using mean, standard deviation, percentage and t-test for dependent. The results of this study was that early childhood student teachers who were given the Inquiry-based learning method have understanding science process skills pretest mean score 22.42 (44.83%) after learning their posttest mean score is 37.88 (75.75%). The results show that each of the posttest mean score was higher than 75% and it was also higher than the pretest. Keywords - Inquiry-based learning method, Science Process Skills, and Science for Early Childhood