Chairperson, Graduate Committee: Peggy Taylor.Sparks, Bridget M.2017-03-212017-03-212016https://scholarworks.montana.edu/handle/1/10092This study looks at the question, what are the effects of implementing a scientific inquiry approach by the way of scientific notebooks in a high school science class? There were 36 students involved in this study from two college prep physical science classes in a large, diverse high school in Sharonville, Ohio. Students used scientific notebooks and participated in scientific inquiry lessons for two physical science units, Forces and Energy. Students were given a pre and post test for each unit and their notebooks were observed for completion. An engagement observation tool was used to record engagement of students during lessons. Students' academic achievement improved from the pre to the post test with both units. Students showed 90% engagement during the seven lessons observed. Lessons including scientific inquiry activities with the use of science notebooks have shown a positive impact in achievement and engagement.enHigh school studentsPhysical sciencesInquiry-based learningNotebooksProfessional PaperCopyright 2016 by Bridget M. Sparks