Project Abstract

Abstract
This research study aims to investigate the implementation of inquiry-based learning strategies in high school science classrooms and its impact on student engagement, understanding, and achievement. Inquiry-based learning is a student-centered approach that promotes active learning through questioning, investigating, and exploring real-world problems. The study will focus on the benefits and challenges of incorporating inquiry-based learning in science education, as well as the best practices for successful implementation. The research will begin with a comprehensive review of the literature on inquiry-based learning in science education. This literature review will explore the theoretical foundations of inquiry-based learning, its effectiveness in promoting critical thinking and problem-solving skills, and the factors that influence successful implementation in high school settings. The review will also examine previous studies that have investigated the impact of inquiry-based learning on student outcomes. The methodology for this study will involve qualitative and quantitative research methods to collect and analyze data. Data collection will include classroom observations, student surveys, teacher interviews, and student assessments. The research will be conducted in several high school science classrooms where inquiry-based learning strategies are being implemented. The data will be analyzed to identify patterns, trends, and themes related to student engagement, understanding, and achievement in science. The findings of this research study will be discussed in chapter four, where the results of the data analysis will be presented and interpreted. The discussion will focus on the impact of inquiry-based learning on student learning outcomes, the challenges and barriers to implementation, and the best practices for successful integration of inquiry-based learning in high school science classrooms. In conclusion, this research study will contribute to the existing literature on inquiry-based learning in science education by providing insights into the benefits and challenges of implementing this approach in high school settings. The findings of this study will have implications for educators, policymakers, and researchers interested in improving science education through student-centered, inquiry-based learning strategies.

Project Overview