ENHANCING STUDENT ACHIEVEMENT IN SCIENCE THROUGH INQUIRY-BASED LEARNING

This paper discusses the significance of Inquiry-Based Learning (IBL) in 21st-century science education highlighting its role in fostering critical thinking, problem-solving, and real-world application of scientific concepts. Traditional methods of teaching often prioritize rote memorization, which can hinder student engagement and curiosity. In contrast, IBL actively involves students in scientific investigations, aligning with constructivist theories and authentic scientific practices. The framework of IBL emphasizes collaboration, questioning, and reflection, leading to enhanced scientific reasoning and achievement. Various researches revealed a positive correlation between IBL and student achievement in science, indicating improvements in conceptual understanding and engagement. However, challenges such as teacher training, time constraints, and assessment alignment persist. The paper suggests that effective implementation of IBL requires professional development for educators and policy support for flexible curricula. Future research should focus on the long-term impacts of IBL across diverse educational contexts