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 explores the background of IBL, the problem statement, objectives, limitations, scope, significance, and the structure of the thesis in Chapter One. Chapter Two presents a comprehensive literature review consisting of ten key areas related to IBL in science education. Chapter Three outlines the research methodology, including research design, participants, data collection methods, data analysis techniques, ethical considerations, and limitations. Chapter Four discusses the findings of the case study, analyzing the impact of implementing IBL on student learning outcomes, teacher practices, and classroom dynamics. Finally, Chapter Five provides a conclusion and summary of the thesis, highlighting the implications of the study for science education, recommendations for future research, and the overall significance of implementing IBL in high school science classrooms. This research contributes to the existing literature by providing a detailed examination of the practical implementation of IBL in the context of high school science education. The findings offer insights into the effectiveness of IBL in enhancing student engagement, critical thinking skills, and overall science learning experiences. The study also sheds light on the challenges and opportunities associated with integrating IBL into traditional science teaching practices. Overall, this thesis serves as a valuable resource for educators, policymakers, and researchers interested in promoting inquiry-based approaches to science education in high schools.

Thesis Overview