Enhancing Inquiry-Based Learning in High School Science Classrooms: A Case Study Approach

Thesis Abstract

Abstract
This thesis investigates the implementation of an inquiry-based learning approach in high school science classrooms to enhance student engagement and learning outcomes. The study adopts a case study methodology to delve into the practical application of inquiry-based learning strategies within the science curriculum. The research focuses on a selected high school to explore the challenges, benefits, and effectiveness of incorporating inquiry-based methods in science education. The introduction section provides an overview of the research topic, highlighting the significance of inquiry-based learning in promoting critical thinking, problem-solving skills, and student engagement in science education. The background of the study discusses the current state of science education in high schools and the need for innovative teaching methods to improve student outcomes. The problem statement identifies the gaps in traditional science teaching methods and emphasizes the importance of adopting inquiry-based learning to address these shortcomings. The objectives of the study outline the specific goals and research questions that guide the investigation. The limitations of the study acknowledge potential constraints and challenges that may impact the research findings. The scope of the study delineates the boundaries and focus of the research, specifying the target population and the high school selected for the case study. The significance of the study highlights the potential impact of implementing inquiry-based learning in science classrooms on student achievement and engagement. The structure of the thesis provides an overview of the chapter organization and content flow. The literature review chapter critically examines existing research on inquiry-based learning in science education, highlighting best practices, challenges, and outcomes associated with this pedagogical approach. The research methodology chapter outlines the case study design, data collection methods, sampling strategy, and data analysis techniques employed in the study. The findings chapter presents a detailed analysis of the data collected from the case study, exploring the experiences and perceptions of teachers and students regarding inquiry-based learning. The discussion section interprets the results, identifies key themes, and discusses the implications of the findings for science education practice. In conclusion, this thesis offers insights into the potential benefits and challenges of implementing inquiry-based learning in high school science classrooms. The study contributes to the existing literature on science education by providing a comprehensive analysis of the effectiveness of inquiry-based teaching methods. Recommendations for future research and practice are also discussed to further enhance inquiry-based learning in science education. Keywords Inquiry-Based Learning, Science Education, High School, Case Study, Student Engagement, Teaching Methods, Critical Thinking, Problem-Solving Skills.