Assessing the Impact of Inquiry-Based Learning on High School Students’ Understanding of Renewable Energy Concepts Through a Community Science Fair

Project Abstract

This study investigates how inquiry-based learning (IBL) strategies influence high school students’ understanding of renewable energy concepts and their ability to apply scientific reasoning in real-world contexts, using a community science fair as a participatory platform. The research adopts a mixed-methods design, combining quantitative assessments of conceptual understanding and procedural skills with qualitative insights from student artifacts, teacher reflections, and community feedback. A sample of four urban high schools, spanning diverse socio-economic backgrounds, participated in a 12-week intervention where students engaged in student-driven investigations, hypothesis generation, data collection, and iterative refinement of models related to solar, wind, hydro, and bioenergy systems. Pre- and post-tests measured gains in core concepts such as energy transformation, efficiency, circuits, and measurement of power, along with scientific literacy indicators including argumentation quality, evidence evaluation, and the ability to design controlled investigations. The intervention integrated structured prompts, think-aloud protocols, collaborative problem-solving, and local-context inquiries anchored in the community science fair. Data analysis employed a hierarchical linear modeling approach to detect differential gains across schools and student subgroups, controlling for prior achievement and scientific interest. The qualitative component used thematic analysis of project journals, rubrics, and interview transcripts to capture shifts in students’ epistemic frames, motivation, and agency in scientific inquiry. The study also tracked the scalability and fidelity of IBL implementation through teacher professional development records, classroom observations, and a process evaluation framework that considers resource constraints, time allocation, and stakeholder engagement. Findings indicate that students exposed to IBL demonstrated statistically significant improvements in conceptual understanding of renewable energy principles and in the ability to construct evidence-based explanations. Gains were most pronounced in areas requiring synthesis of data, model-building, and justification of experimental design choices. Qualitative results revealed enhanced epistemic growth, with students adopting more nuanced views of science as iterative and evidence-driven, greater persistence in troubleshooting experimental setups, and increased confidence in presenting findings to non-expert audiences at the community science fair. The community event itself served as a meaningful incentive and provided authentic audience feedback that amplified relevance and motivation. The study discusses implications for curriculum design, teacher professional development, and assessment practices, highlighting the importance of deliberate structuring of inquiry phases, integration with local energy issues, and alignment of performance tasks with real-world presentation and evaluative criteria. Limitations include potential variability in teacher implementation, limited longitudinal data, and challenges in isolating IBL effects from concurrent STEM initiatives. Recommendations for practice emphasize scalable professional learning communities, iterative assessment cycles, and ongoing collaboration with community partners to sustain student engagement and deepen understanding of renewable energy concepts. The research contributes empirical evidence on the effectiveness of IBL in secondary science education and offers a practical blueprint for leveraging community contexts to enhance scientific literacy and empowerment in energy-related decision-making.

Project Overview

What This Project Is About

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A plain-language overview of how students use inquiry-based learning to explore renewable energy concepts and share discoveries at a community science fair. It looks at whether asking questions, designing investigations, and presenting results helps students understand energy topics better than traditional instruction. The project focuses on high school science classes and a local science fair as the setting for hands-on exploration and public sharing. Key ideas include how energy sources work, efficiency, and the role of community science in building scientific literacy. The term inquiry-based learning means students guide their own questions and experiments rather than following only step-by-step instructions.

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The Problem It Addresses

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Many students struggle to connect classroom energy concepts with real-world applications, and traditional teaching often emphasizes memorization over inquiry. This project investigates whether a student-led, investigative approach improves understanding of renewable energy and whether a community science fair motivates deeper learning and engagement. It also looks at whether presenting to a non-expert audience reinforces learning.

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Objectives of the Project

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1. Assess changes in students’ understanding of renewable energy concepts after inquiry-based activities.
2. Evaluate students’ ability to design simple energy investigations.
3. Measure changes in motivation and engagement with science.
4. Determine the impact of presenting at a community science fair on learning outcomes.
5. Identify practical challenges and strategies for implementing inquiry-based learning in this topic area.

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What You Will Do Step by Step

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Expected Outcome

Students are expected to show improved understanding of renewable energy concepts, demonstrate better scientific inquiry skills, and gain confidence in communicating science to the public. The community science fair is anticipated to enhance motivation and provide a meaningful context for applying what they learn. Findings will offer actionable guidelines for teachers considering inquiry-based approaches in energy topics.