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Introduction

Inquiry-based learning is a student-centered approach to teaching that promotes critical thinking, problem-solving, and active learning. In the context of social studies education, implementing inquiry-based learning can enhance students’ understanding of complex social issues, develop their research skills, and encourage them to become informed and responsible citizens. This thesis explores the implementation of inquiry-based learning in social studies education and its impact on student learning outcomes.

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
2.1 Overview of inquiry-based learning
2.2 Theoretical framework
2.3 Benefits of inquiry-based learning in social studies education
2.4 Challenges and barriers to implementing inquiry-based learning
2.5 Best practices and strategies for successful implementation
2.6 Technology and inquiry-based learning
2.7 Assessment methods in inquiry-based learning
2.8 Professional development for teachers
2.9 Current trends in inquiry-based learning in social studies education
2.10 Gaps in the literature

Chapter 3: Research Methodology
3.1 Research design
3.2 Population and sample
3.3 Data collection methods
3.4 Data analysis techniques
3.5 Ethical considerations
3.6 Pilot study
3.7 Validity and reliability
3.8 Research limitations

Chapter 4: Discussion of Findings
4.1 Overview of the study
4.2 Analysis of implementation process
4.3 Student engagement and motivation
4.4 Impact on student learning outcomes
4.5 Teacher perceptions and experiences
4.6 Recommendations for future implementation
4.7 Implications for policy and practice

Chapter 5: Conclusion and Summary
5.1 Summary of key findings
5.2 Conclusions
5.3 Contributions to the field
5.4 Recommendations for further research
5.5 Conclusion of the thesis

Thesis Overview:

Implementing inquiry-based learning in social studies education is a vital aspect of promoting student engagement, critical thinking, and active learning in the classroom. This thesis aims to explore the benefits and challenges of implementing inquiry-based learning in social studies education, with a focus on its impact on student learning outcomes. Through a comprehensive literature review, research methodology, and discussion of findings, this thesis will provide insights into best practices, strategies, and recommendations for successful implementation of inquiry-based learning in social studies education. By examining the current trends, gaps in the literature, and implications for policy and practice, this thesis seeks to contribute to the field of social studies education and provide valuable insights for educators, policymakers, and researchers interested in enhancing student learning outcomes through inquiry-based learning.

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