Implementing Inquiry-Based Learning Approaches in High School Physics Classrooms: A Case Study

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.