Thesis Abstract

Abstract
This thesis investigates the implementation of inquiry-based learning approaches in high school biology classrooms through a detailed case study analysis. The study aims to explore the effectiveness of integrating inquiry-based learning strategies into the teaching of biology, with a focus on enhancing student engagement, critical thinking skills, and overall learning outcomes. Chapter One provides an introduction to the research topic, including the background of the study, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definition of key terms. The introduction sets the stage for understanding the rationale behind incorporating inquiry-based learning in high school biology education. Chapter Two presents a comprehensive literature review encompassing ten key areas related to inquiry-based learning in science education. The review examines existing research, theories, and best practices in inquiry-based learning, highlighting its benefits and potential challenges in the context of high school biology instruction. Chapter Three outlines the research methodology employed in this study, detailing the research design, sampling techniques, data collection methods, and data analysis procedures. The chapter also discusses ethical considerations and the overall framework for conducting the case study analysis. Chapter Four delves into the discussion of findings derived from the case study analysis. The chapter presents a detailed examination of the implementation process, student reactions, teacher perspectives, and the impact of inquiry-based learning on student learning outcomes. It also analyzes the effectiveness of different inquiry-based learning strategies utilized in the biology classrooms. Finally, Chapter Five offers a conclusion and summary of the project thesis, drawing key insights from the study findings and reflecting on the implications for practice and future research in science education. The chapter highlights the significance of inquiry-based learning in high school biology classrooms and offers recommendations for educators looking to integrate similar approaches into their teaching practices. Overall, this thesis contributes to the growing body of research on inquiry-based learning in science education, offering valuable insights into the practical application of this pedagogical approach in high school biology classrooms. The findings of this study have implications for curriculum development, teacher training, and instructional practices aimed at promoting student engagement and fostering a deeper understanding of biological concepts through inquiry-based learning.

Thesis Overview