Thesis Abstract

Abstract
This thesis explores the implementation of inquiry-based learning (IBL) in high school chemistry classrooms as a means to enhance student engagement and deepen their understanding of key concepts. The study addresses the growing need for innovative teaching strategies that promote active learning and critical thinking skills among students. The research is motivated by the desire to improve the overall quality of science education by fostering a more interactive and student-centered approach to teaching and learning. Chapter One provides an introduction to the topic, presenting the background of the study, the problem statement, objectives, limitations, scope, significance of the study, structure of the thesis, and key definitions of terms. The chapter sets the stage for the research by highlighting the importance of inquiry-based learning in the context of high school chemistry education. Chapter Two consists of a comprehensive literature review that examines existing studies, theories, and practices related to inquiry-based learning, student engagement, and concept understanding in science education. The review synthesizes the current state of knowledge in the field and identifies gaps that the present study seeks to address. Chapter Three details the research methodology employed in the study, including the research design, participants, data collection methods, and data analysis procedures. The chapter outlines the steps taken to implement inquiry-based learning strategies in high school chemistry classrooms and describes how student engagement and concept understanding were assessed. Chapter Four presents a detailed discussion of the findings from the study, highlighting the impact of inquiry-based learning on student engagement and concept understanding. The chapter analyzes the data collected and explores the implications of the findings for teaching practices and future research in science education. Finally, Chapter Five offers a conclusion and summary of the thesis, drawing together the key findings and insights gained from the study. The chapter discusses the implications of the research for educators, policymakers, and stakeholders interested in enhancing science education through inquiry-based learning approaches. Overall, this thesis contributes to the growing body of literature on innovative teaching practices in science education and provides valuable insights into the potential benefits of implementing inquiry-based learning in high school chemistry classrooms. The findings underscore the importance of creating engaging and interactive learning environments that support student learning and foster a deeper understanding of scientific concepts.

Thesis Overview

The research project titled "Implementing Inquiry-Based Learning in High School Chemistry Classrooms to Improve Student Engagement and Concept Understanding" aims to explore the effectiveness of incorporating inquiry-based learning strategies in high school chemistry classrooms. This study seeks to address the challenge of engaging students in chemistry education and enhancing their understanding of key concepts through a student-centered approach. The project will focus on how inquiry-based learning can be implemented in the context of high school chemistry education to promote active student participation, critical thinking skills, and conceptual understanding. By emphasizing hands-on experimentation, problem-solving activities, and collaborative learning experiences, the research aims to create a more dynamic and engaging learning environment for students. Through a comprehensive literature review, the project will examine existing research on inquiry-based learning in science education, particularly in the field of chemistry. By synthesizing key findings and identifying best practices, the study will establish a theoretical framework to guide the implementation of inquiry-based learning strategies in high school chemistry classrooms. The research methodology will involve designing and implementing inquiry-based learning activities in a select group of high school chemistry classes. Data will be collected through classroom observations, student surveys, and assessments to measure the impact of inquiry-based learning on student engagement and concept understanding. Qualitative and quantitative analysis of the data will provide insights into the effectiveness of the implemented strategies and their implications for teaching and learning in chemistry education. The findings of this study are expected to contribute to the growing body of research on innovative teaching methods in science education. By demonstrating the benefits of inquiry-based learning in high school chemistry classrooms, the research aims to inform educational practices and curriculum development strategies to enhance student learning outcomes and foster a deeper appreciation for chemistry among high school students. Overall, this research project seeks to explore the potential of inquiry-based learning as a pedagogical approach to improve student engagement and concept understanding in high school chemistry classrooms. By empowering students to take an active role in their learning and fostering a deeper understanding of fundamental chemistry concepts, the study aims to enhance the quality of science education and inspire a new generation of chemists and scientists.