Thesis Abstract

Abstract
This thesis investigates the impact of inquiry-based learning (IBL) on student engagement and their understanding of science concepts in high school classrooms. Inquiry-based learning is a student-centered approach that promotes active learning through questioning, investigation, and discovery. The study aims to explore how the implementation of IBL strategies influences student engagement and comprehension of science concepts, ultimately enhancing their learning outcomes. The research begins with a comprehensive review of literature on inquiry-based learning and its effects on student engagement and understanding of science concepts. Various studies and theoretical frameworks are examined to provide a solid foundation for this research. The literature review highlights the benefits of IBL in promoting critical thinking, problem-solving skills, and deeper conceptual understanding among students. Methodology The research methodology involves a mixed-methods approach, combining both quantitative and qualitative data collection methods. The study will be conducted in high school science classrooms, where teachers will implement inquiry-based learning strategies in their instruction. Data will be collected through surveys, interviews, observations, and student assessments to measure changes in student engagement and understanding of science concepts. Findings The results of the study reveal a positive impact of inquiry-based learning on student engagement and comprehension of science concepts. Students who participated in IBL activities showed higher levels of motivation, curiosity, and active participation in the learning process. They also demonstrated deeper conceptual understanding and improved problem-solving skills compared to traditional instruction methods. Discussion The discussion section analyzes the implications of the findings and discusses the potential benefits of integrating inquiry-based learning into high school science classrooms. The study highlights the importance of creating an interactive and collaborative learning environment that encourages students to explore, question, and discover scientific concepts on their own. Conclusion In conclusion, this thesis provides valuable insights into the impact of inquiry-based learning on student engagement and understanding of science concepts in high school classrooms. The findings suggest that IBL can be an effective pedagogical approach to enhance student learning outcomes and foster a deeper appreciation for science education. Recommendations for future research and implications for educational practice are also discussed. Keywords Inquiry-based learning, student engagement, science education, high school classrooms, understanding of science concepts.

Thesis Overview

The project titled "The Impact of Inquiry-Based Learning on Student Engagement and Understanding of Science Concepts in High School Classrooms" aims to investigate the effectiveness of utilizing inquiry-based learning in enhancing student engagement and understanding of science concepts within high school settings. Inquiry-based learning is a student-centered approach that encourages active participation, critical thinking, and problem-solving skills. This research seeks to explore how this pedagogical method can positively influence student learning outcomes in science education. By shifting the focus from traditional teacher-centered instruction to a more interactive and investigative approach, the study intends to determine whether inquiry-based learning can foster a deeper understanding of scientific concepts and increase student engagement in the learning process. The research will delve into existing literature on inquiry-based learning, student engagement, and science education to provide a comprehensive background for the study. It will also define the problem statement, outlining the current challenges and gaps in the literature that necessitate further investigation. The objectives of the study will be clearly articulated, highlighting the specific goals and research questions that will guide the inquiry. Moreover, the research will acknowledge the limitations of the study, recognizing potential constraints such as sample size, time restrictions, or access to resources. The scope of the study will be outlined to delineate the specific focus areas and parameters within which the research will be conducted. Additionally, the significance of the study will be emphasized, elucidating how the findings can contribute to the field of science education and potentially inform teaching practices in high school classrooms. The structure of the thesis will be detailed, providing an overview of the chapters and sub-sections that will comprise the research work. Furthermore, key terms and concepts relevant to the study will be defined to ensure clarity and understanding for readers. Overall, this research overview sets the stage for an in-depth investigation into the impact of inquiry-based learning on student engagement and understanding of science concepts in high school classrooms. By examining the potential benefits of this instructional approach, the study aims to provide valuable insights that can inform educational practices and enhance the quality of science education for students.