Project Abstract

Abstract
This research project investigates the implementation and effectiveness of inquiry-based learning in enhancing science literacy among high school students. Science literacy is a crucial component of modern education, as it equips students with the necessary knowledge and skills to engage with scientific concepts and make informed decisions in a rapidly evolving world. Inquiry-based learning is a pedagogical approach that emphasizes active learning, critical thinking, and problem-solving through hands-on experimentation and investigation. The research begins with a comprehensive review of the literature on science literacy, inquiry-based learning, and their intersection in high school education. The literature review examines the theoretical foundations of inquiry-based learning, its benefits and challenges, and its potential impact on science literacy outcomes. It also explores existing studies that have investigated the effectiveness of inquiry-based learning in improving science literacy among high school students. Methodology The research methodology section outlines the design and implementation of the study. A mixed-methods approach is employed, combining quantitative data collection through pre- and post-assessment tests to measure science literacy levels, and qualitative data collection through surveys and interviews to gather insights from students and teachers about their experiences with inquiry-based learning. The study sample consists of high school students and science teachers from diverse backgrounds to ensure a holistic understanding of the impact of inquiry-based learning on science literacy. Results and Discussion The findings from the study reveal that inquiry-based learning significantly enhances science literacy among high school students. The quantitative data show a statistically significant improvement in science literacy scores after the implementation of inquiry-based learning activities. The qualitative data provide valuable insights into the experiences of students and teachers, highlighting the benefits of hands-on experimentation, critical thinking, and collaboration in fostering science literacy skills. Conclusion In conclusion, this research project demonstrates the effectiveness of inquiry-based learning in enhancing science literacy among high school students. By engaging students in active learning and exploration, inquiry-based learning cultivates a deeper understanding of scientific concepts and fosters a lifelong curiosity for learning. The findings of this study have implications for educators, policymakers, and curriculum developers seeking to promote science literacy and inquiry-based learning in high school classrooms. Overall, this research contributes to the growing body of knowledge on innovative pedagogical approaches to science education and underscores the importance of empowering students with the skills and knowledge to navigate an increasingly complex scientific landscape.

Project Overview