Thesis Abstract

Abstract
This thesis investigates the implementation of inquiry-based learning (IBL) in high school science classrooms through a case study approach. The research aims to explore the effectiveness of IBL in enhancing student engagement, critical thinking, and science learning outcomes. The study is guided by the theoretical framework of constructivism and aims to address the gap in literature regarding the practical application of IBL strategies in real classroom settings. The research methodology involves a mixed-methods approach, including classroom observations, teacher interviews, student surveys, and academic performance assessments. The findings from the study reveal the benefits and challenges associated with implementing IBL in high school science classrooms. The results indicate that IBL can significantly improve student motivation, conceptual understanding, and scientific inquiry skills. However, the study also identifies barriers such as time constraints, teacher resistance, and resource limitations that can hinder the successful implementation of IBL. The implications of the research highlight the importance of professional development for teachers, curriculum alignment with IBL principles, and the need for ongoing support and resources to sustain IBL practices in high school science education. Overall, this thesis contributes to the existing literature on science education by providing insights into the practical implementation of IBL strategies and offers recommendations for educators, policymakers, and researchers to promote effective inquiry-based learning in high school science classrooms.

Thesis Overview