Thesis Abstract

Abstract
Inquiry-based learning is a teaching approach that fosters student-centered, active learning through the exploration of real-world problems, questions, and scenarios. This thesis investigates the implementation and impact of inquiry-based learning in high school science classrooms. The study aims to explore how inquiry-based learning is currently being used in science education, identify the challenges and limitations faced by educators, and assess the effectiveness of this approach in enhancing student engagement and learning outcomes. Chapter One provides an introduction to the research topic, giving a background of the study and outlining the problem statement, objectives, limitations, scope, significance of the study, and the structure of the thesis. The chapter also defines key terms related to inquiry-based learning in science education. Chapter Two presents a comprehensive literature review that examines existing research on inquiry-based learning in high school science classrooms. The review covers ten key themes, including the theoretical foundations of inquiry-based learning, instructional strategies, teacher preparation and professional development, student outcomes, and assessment practices. Chapter Three details the research methodology employed in this study. The chapter includes discussions on research design, sampling techniques, data collection methods, and data analysis procedures. It also addresses ethical considerations and limitations of the research methodology. Chapter Four presents the findings of the study, analyzing the implementation and impact of inquiry-based learning in high school science classrooms. The chapter discusses key findings related to teacher practices, student engagement, learning outcomes, and challenges encountered during implementation. Chapter Five offers a conclusion and summary of the thesis, highlighting the key findings, implications for practice, and recommendations for future research. The chapter also reflects on the overall impact of inquiry-based learning on high school science education and suggests ways to further enhance its effectiveness. Overall, this thesis contributes to the existing literature on inquiry-based learning in science education by providing insights into its implementation and impact in high school classrooms. The findings of this study have implications for educators, curriculum developers, and policymakers seeking to promote student-centered, active learning experiences in science education.

Thesis Overview