Thesis Abstract

Abstract
This thesis investigates the implementation of inquiry-based learning (IBL) in high school science classrooms through a detailed case study. The focus is on exploring the effectiveness of IBL as a teaching approach in enhancing student engagement, critical thinking skills, and overall learning outcomes in science education. The study delves into the background of IBL, its theoretical foundations, and its potential benefits in the context of science education. It addresses the problem of traditional teaching methods in science classrooms and highlights the need for innovative pedagogical approaches like IBL to foster a more student-centered learning environment. The objectives of this research are to evaluate the impact of implementing IBL strategies on student learning experiences, performance, and attitudes towards science. The study also aims to identify the challenges and limitations associated with integrating IBL into high school science curricula and to assess the scope and potential implications of such an approach across different science disciplines. By examining a specific case study, this research seeks to provide insights into the practical application of IBL in real classroom settings and to offer recommendations for its successful implementation. The significance of this study lies in its contribution to the ongoing discourse on effective teaching practices in science education, particularly in the realm of promoting inquiry-based approaches. By shedding light on the benefits and challenges of IBL, this research aims to inform educators, policymakers, and curriculum developers about the potential of IBL to transform science education and enhance student learning outcomes. The findings of this study are expected to provide valuable insights into the best practices for implementing IBL in high school science classrooms and to offer guidance for future research in this area. The structure of this thesis comprises several key chapters that delve into different aspects of the research topic. Chapter 1 provides an introduction to the study, outlining the background, problem statement, objectives, limitations, scope, significance, and structure of the thesis. Chapter 2 presents a comprehensive review of the literature on IBL in science education, exploring existing research, theoretical frameworks, and best practices in this area. Chapter 3 details the research methodology employed in this study, including the research design, data collection methods, and analysis procedures. Chapter 4 offers a thorough discussion of the research findings, presenting the outcomes of the case study and analyzing the impact of IBL on student learning and engagement. The chapter also addresses the challenges and opportunities associated with implementing IBL in high school science classrooms. Finally, Chapter 5 presents the conclusion and summary of the thesis, highlighting the key findings, implications, and recommendations for future research and practice in the field of science education. Overall, this thesis aims to advance our understanding of the potential benefits of inquiry-based learning in high school science classrooms and to provide practical insights into how educators can effectively implement this approach to enhance student learning experiences and outcomes in science education.

Thesis Overview

The project titled "Implementing Inquiry-Based Learning in High School Science Classrooms: A Case Study" aims to investigate the effectiveness of implementing inquiry-based learning (IBL) in high school science classrooms. Inquiry-based learning is an educational approach that encourages students to actively engage in the learning process by posing questions, conducting investigations, and exploring solutions to real-world problems. This project focuses on the application of IBL specifically in the context of science education at the high school level. The research will begin with a comprehensive review of the existing literature on IBL in science education. This literature review will explore the theoretical foundations of IBL, its benefits for student learning and engagement, and best practices for implementing IBL in the classroom. By synthesizing previous research findings, the project aims to build a strong theoretical framework for the study. Following the literature review, the project will present a detailed methodology for conducting a case study in high school science classrooms. The research methodology will outline the process of selecting schools, teachers, and students to participate in the study. It will also describe the data collection methods, which may include classroom observations, interviews with teachers and students, and analysis of student work samples. The core of the project will focus on the implementation of IBL strategies in selected high school science classrooms. Teachers will be trained and supported in designing and delivering inquiry-based lessons that promote student inquiry, critical thinking, and problem-solving skills. The project will document the implementation process, including challenges faced and strategies used to overcome them. The findings of the study will be presented in a detailed discussion chapter, which will analyze the impact of implementing IBL on student learning outcomes, engagement levels, and attitudes towards science. The discussion will also explore the perspectives of teachers and students on the effectiveness of IBL in the classroom. In conclusion, the project will provide a summary of key findings, implications for practice, and recommendations for future research and implementation of IBL in high school science classrooms. By investigating the implementation of IBL in a real-world educational setting, this research aims to contribute valuable insights to the field of science education and support the ongoing efforts to enhance student learning experiences through inquiry-based approaches.