Thesis Abstract

Abstract
This thesis investigates the implementation of inquiry-based learning (IBL) approaches in high school physics classrooms through a case study methodology. The study aims to explore the effectiveness of IBL strategies in enhancing student engagement, critical thinking skills, and overall learning outcomes in the context of physics education. The research is grounded in the recognition of the importance of active student participation and hands-on experimentation in science education, particularly in the field of physics, where abstract concepts can often be challenging for students to grasp. The introductory chapter sets the stage by providing a background to the study, outlining the problem statement, objectives, limitations, scope, significance, and structure of the thesis. Chapter two presents a comprehensive literature review that delves into existing research on IBL in science education, specifically focusing on its application in physics classrooms. The review highlights the benefits and challenges associated with implementing IBL approaches and identifies key factors that contribute to successful integration. Chapter three details the research methodology employed in this study, including the case study design, participant selection, data collection methods, and data analysis techniques. The methodology section also discusses ethical considerations and potential limitations of the research process. The subsequent chapter, chapter four, presents a thorough discussion of the findings derived from the case study analysis. This section includes insights into student experiences, teacher perspectives, and the overall impact of IBL strategies on student learning outcomes. Finally, chapter five offers a comprehensive summary and conclusion of the thesis, highlighting key findings, implications for practice, and recommendations for future research. The conclusion reflects on the effectiveness of implementing IBL approaches in high school physics classrooms and underscores the importance of fostering a student-centered, inquiry-driven learning environment to enhance science education outcomes. In conclusion, this thesis contributes to the growing body of literature on inquiry-based learning in science education by providing empirical evidence from a case study in high school physics classrooms. The findings offer valuable insights for educators, policymakers, and researchers seeking to enhance student engagement and learning outcomes in the field of physics education through innovative pedagogical approaches.

Thesis Overview

The project titled "Implementing Inquiry-Based Learning Approaches in High School Physics Classrooms: A Case Study" aims to investigate the effectiveness of integrating inquiry-based learning strategies in high school physics education. This research will focus on exploring how inquiry-based learning can enhance student engagement, critical thinking skills, and overall understanding of physics concepts. By conducting a case study in a high school physics classroom, this project seeks to provide valuable insights into the benefits and challenges of implementing such approaches in the educational setting. The study will begin with a comprehensive review of relevant literature on inquiry-based learning in science education, highlighting its theoretical foundations, previous research findings, and best practices. Drawing on this literature, the research will develop a solid theoretical framework to guide the investigation and analysis of the data collected during the case study. The methodology for this research will involve observation, interviews, surveys, and analysis of student performance data to evaluate the impact of inquiry-based learning on student outcomes. By examining classroom dynamics, teacher practices, student engagement levels, and academic achievement, the study aims to assess the effectiveness of inquiry-based learning approaches in enhancing student learning experiences and outcomes in physics education. Throughout the project, attention will be paid to the identification of potential limitations and challenges associated with implementing inquiry-based learning in high school physics classrooms. By acknowledging these limitations and exploring strategies to address them, the research aims to provide practical recommendations for educators and policymakers looking to promote innovative teaching practices in science education. Overall, this research project seeks to contribute to the existing body of knowledge on inquiry-based learning in science education and provide valuable insights into the practical implications of adopting such approaches in high school physics classrooms. By examining the case study in detail and drawing on theoretical frameworks and empirical evidence, this study aims to offer meaningful recommendations for educators seeking to enhance student engagement and learning outcomes in physics education through inquiry-based learning approaches.