Impact of inquiry-based learning on high school students’ understanding of renewable energy concepts in science education

Project Abstract

This study investigates the effectiveness of inquiry-based learning (IBL) on high school students’ conceptual understanding, attitudes, and retention of renewable energy concepts within science education. Employing a mixed-methods design, the research was conducted over a full academic year with 420 upper secondary students from four diverse public schools, randomly assigned to two groups an experimental cohort receiving IBL-infused instruction and a control cohort following traditional teacher-centered methods. The IBL program integrated authentic problem-solving, student-led hypothesis generation, iterative experiments, and guided discovery modules focusing on solar, wind, hydro, and bioenergy systems, complemented by real-world case studies and field experiences with local energy stakeholders. Quantitative data were collected through pre- and post-tests measuring conceptual understanding across five core domains (energy basics, conversion efficiency, grid integration, environmental impact, and policy literacy), a validated attitudinal survey assessing motivation, science identity, and sustained interest in energy topics, and retention tests administered after a three-month follow-up. Qualitative data included teacher observations, student focus group discussions, and reflective journals analyzed thematically to capture epistemic shift, reasoning strategies, and the socio-cultural dynamics of classroom inquiry. The results show that the IBL group achieved statistically significant gains in overall conceptual understanding (p < .01) with larger effect sizes (?² > .15) across renewable energy domains, surpassing the control group by an average of 18 percentage points on post-tests. Subdomain analyses revealed substantial improvements in systems thinking, energy flow modeling, and evaluation of trade-offs among energy sources. Attitudinal measures indicated enhanced motivation, greater perceived relevance of science to real-world energy challenges, and increased self-efficacy in conducting experiments and presenting evidence-based arguments. Retention tests demonstrated more durable understanding in the IBL cohort, particularly in complex concepts such as energy conversion efficiencies and integration with existing energy infrastructures. Qualitative findings corroborated quantitative results, revealing that students in the IBL condition demonstrated higher levels of justification, predictive reasoning, and collaborative problem solving, while teachers reported improved classroom discourse quality, higher student autonomy, and more frequent use of reflective practice. The study identifies critical design features that contributed to success, including explicit framing of authentic energy problems, scaffolding that gradually transfers inquiry responsibilities to students, iterative assessment aligned with learning goals, and collaborative structures that democratize knowledge construction. Potential limitations include variability in teacher proficiency with IBL, resource constraints for hands-on experiments, and the generalizability of findings beyond the studied contexts. Implications for science education policy suggest scaling IBL through professional development, modular curricula on renewable energy systems, and integrated assessment strategies that celebrate inquiry-driven evidence. The research contributes to understanding how inquiry-based approaches can elevate conceptual mastery and engagement in energy science, offering actionable guidance for practitioners to foster deeper learning and civic readiness in the context of contemporary energy challenges.

Project Overview

What This Project Is About

---

A plain-language overview of how exploring renewable energy concepts through hands-on, guided questions helps high school students understand energy ideas better than traditional lectures alone. The project compares inquiry-based activities with standard instruction to see which approach improves understanding, motivation, and the ability to apply concepts to real-world situations. It will focus on solar, wind, and general energy efficiency concepts and use simple assessments to measure learning progress.

---

---

The Problem It Addresses

---

Many students struggle to connect science concepts to real-world energy issues, which can reduce interest in science and hinder long-term learning. Traditional teaching often emphasizes facts over thinking skills. This project investigates whether asking questions, exploring, and discussing ideas (inquiry-based learning) helps students engage more deeply and retain concepts about renewable energy.

---

---

Objectives of the Project

---

1. Compare understanding of renewable energy concepts between inquiry-based and traditional lessons.
2. Identify which parts of inquiry-based activities most support learning for diverse learners.
3. Assess changes in student motivation and confidence in explaining energy ideas.
4. Provide practical guidelines for teachers to implement inquiry-based activities in science classes.

---

---

What You Will Do Step by Step

---

1. Review existing literature on inquiry-based learning and renewable energy concepts.
2. Design a set of inquiry-based lesson activities aligned with solar and wind energy topics.
3. Implement both inquiry-based and traditional lessons in similar student groups over a term.
4. Collect data using pre/post concept tests, quizzes, and quick reflective surveys.
5. Analyze results to compare understanding gains and attitudes toward science.
6. Identify challenges and best practices from classroom observations and feedback.
7. Draft practical classroom guidelines for teachers.

---

---

---

---

Expected Outcome

The project is expected to show that inquiry-based learning improves understanding and interest in renewable energy concepts, with clearer connections to real-world energy problems. It should yield classroom strategies that teachers can adopt to boost student engagement and conceptual mastery.