Thesis Abstract

Abstract
This thesis investigates the implementation of inquiry-based learning (IBL) in high school science classrooms through a case study approach. The study aims to explore the effectiveness of incorporating IBL strategies in science education to enhance student engagement, critical thinking skills, and overall learning outcomes. The research is guided by the theoretical framework of constructivism and aims to address the gap in literature regarding the practical application and impact of IBL in the high school science curriculum. Chapter one provides an introduction to the study, including the background, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definition of terms. The chapter sets the stage for the research by highlighting the importance of inquiry-based learning in science education and outlining the research questions and objectives. Chapter two presents a comprehensive literature review that covers ten key areas related to inquiry-based learning, science education, student engagement, critical thinking, and curriculum design. The review synthesizes existing research to build a theoretical foundation for the study and identify gaps in the literature that the current research seeks to address. Chapter three details the research methodology employed in the study, including research design, participants, data collection methods, and data analysis procedures. The chapter outlines the case study approach used to investigate the implementation of IBL in high school science classrooms and discusses the ethical considerations and limitations of the study. Chapter four presents a detailed discussion of the research findings, including insights into the implementation of IBL strategies, student experiences and perceptions, teacher perspectives, and the impact on student learning outcomes. The chapter provides a critical analysis of the data collected and discusses the implications of the findings for science education practice and policy. Chapter five offers a conclusion and summary of the study, highlighting the key findings, implications, and recommendations for future research and practice. The chapter discusses the significance of the study in advancing our understanding of the effectiveness of inquiry-based learning in high school science classrooms and offers insights into best practices for implementing IBL strategies to enhance student learning and engagement. Overall, this thesis contributes to the ongoing discourse on science education by providing empirical evidence on the benefits and challenges of implementing inquiry-based learning in high school science classrooms. The findings of the study have implications for educators, policymakers, and curriculum developers seeking to enhance student learning experiences and outcomes in science education through innovative pedagogical approaches.

Thesis Overview

The project titled "Implementing Inquiry-Based Learning in High School Science Classrooms: A Case Study" aims to explore the effectiveness of implementing inquiry-based learning (IBL) in high school science classrooms. Inquiry-based learning is a student-centered approach that fosters critical thinking, problem-solving skills, and active engagement with scientific concepts. This research seeks to investigate how the integration of IBL strategies can enhance student learning outcomes and engagement in science education. The study will focus on a specific high school setting where traditional teaching methods are predominant, and the implementation of IBL is limited. By conducting a case study in this context, the project aims to provide a detailed examination of the challenges and opportunities associated with introducing IBL practices in science classrooms. The research will involve observing classroom activities, interviewing teachers and students, and collecting data to assess the impact of IBL on student learning experiences and outcomes. Through a comprehensive literature review, the project will explore existing research on IBL in science education, highlighting the theoretical foundations and practical implications of this pedagogical approach. By synthesizing previous studies and identifying gaps in the literature, the research overview will provide a theoretical framework for the case study and guide the investigation into the implementation of IBL in high school science classrooms. The findings of this research have the potential to inform educational practices and policies aimed at promoting student-centered learning approaches in science education. By examining the challenges and benefits of implementing IBL in a real-world classroom setting, this project seeks to contribute to the ongoing discussion on innovative teaching methods that enhance student engagement and learning outcomes in science education. Through a detailed research overview, the project sets the stage for a comprehensive examination of the implementation of IBL in high school science classrooms and its impact on student learning experiences.