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

Thesis Abstract

Abstract
This thesis investigates the implementation of inquiry-based learning (IBL) in high school science classrooms through a case study approach. The study aims to explore the effectiveness of incorporating IBL strategies in science education to enhance student engagement, critical thinking skills, and overall learning outcomes. The research is guided by the theoretical framework of constructivism and aims to address the gap in literature regarding the practical application and impact of IBL in the high school science curriculum. Chapter one provides an introduction to the study, including the background, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definition of terms. The chapter sets the stage for the research by highlighting the importance of inquiry-based learning in science education and outlining the research questions and objectives. Chapter two presents a comprehensive literature review that covers ten key areas related to inquiry-based learning, science education, student engagement, critical thinking, and curriculum design. The review synthesizes existing research to build a theoretical foundation for the study and identify gaps in the literature that the current research seeks to address. Chapter three details the research methodology employed in the study, including research design, participants, data collection methods, and data analysis procedures. The chapter outlines the case study approach used to investigate the implementation of IBL in high school science classrooms and discusses the ethical considerations and limitations of the study. Chapter four presents a detailed discussion of the research findings, including insights into the implementation of IBL strategies, student experiences and perceptions, teacher perspectives, and the impact on student learning outcomes. The chapter provides a critical analysis of the data collected and discusses the implications of the findings for science education practice and policy. Chapter five offers a conclusion and summary of the study, highlighting the key findings, implications, and recommendations for future research and practice. The chapter discusses the significance of the study in advancing our understanding of the effectiveness of inquiry-based learning in high school science classrooms and offers insights into best practices for implementing IBL strategies to enhance student learning and engagement. Overall, this thesis contributes to the ongoing discourse on science education by providing empirical evidence on the benefits and challenges of implementing inquiry-based learning in high school science classrooms. The findings of the study have implications for educators, policymakers, and curriculum developers seeking to enhance student learning experiences and outcomes in science education through innovative pedagogical approaches.