Investigating the Effectiveness of Inquiry-Based Learning on Conceptual Understanding of Renewable Energy in High School Science Education

Project Abstract

This study evaluates the effectiveness of inquiry-based learning (IBL) on students’ conceptual understanding of renewable energy concepts in a high school science curriculum. A quasi-experimental design was employed across two matched sections of 10th-grade physics classrooms (n ? 60 students per section) over a 12-week unit on renewable energy technologies, sustainability, and global energy challenges. One section received IBL-based instruction, integrating guided inquiry, student-led experiments, collaborative problem solving, and reflective discourse, while the control section followed a traditional teacher-centered approach with structured demonstrations and direct instruction. Instruments included a validated renewable energy concept inventory (RECI), performance-based tasks, and a set of attitudinal surveys measuring interest, self-efficacy, and perceived relevance of science. Data were collected at three time points pre-test, post-test, and a follow-up after six weeks to assess retention. Mixed-methods analyses combined quantitative tests (ANCOVA adjusting for pre-test scores; effect size via partial eta squared) with qualitative analysis of classroom discourse, student journals, and teacher reflections to capture cognitive and metacognitive shifts. Quantitative results indicated a statistically significant improvement in RECI scores for the IBL group compared to the control group at post-test (p < .01), with a large effect size (?² = .18). Gains persisted at follow-up, suggesting durable conceptual understanding rather than short-term recall. Performance-based tasks showed higher levels of conceptual coherence, ability to apply energy conversion principles to novel scenarios, and justification using scientific reasoning in the IBL condition. Attitudinal data revealed enhanced intrinsic motivation toward science, greater perceived relevance of renewable energy topics, and increased self-efficacy in designing and evaluating experiments. Multivariate analyses confirmed that the interactively constructed knowledge and discourse-rich activities mediated conceptual gains, with particular improvements in areas such as distinguishing between energy forms, understanding energy flow in systems, and evaluating trade-offs in renewable energy solutions. Qualitative findings highlighted the role of collaborative inquiry in fostering deeper inquiry, with students generating testable hypotheses, designing mini-investigations, and engaging in argumentation-based peer discourse. Analyses of classroom transcripts revealed richer explanatory language, use of scientific terminology, and evidence of metacognitive reflection during planning and post-lab discussions. Teacher reflections pointed to the necessity of scaffolding, clear criteria for inquiry tasks, and timely formative feedback to maintain alignment with learning objectives and safety considerations. The study discusses implications for curriculum design, teacher professional development, and assessment practices, arguing that IBL fosters robust mental models of renewable energy concepts, supports transferable problem-solving skills, and enhances student engagement. Limitations include a single-school context, potential novelty effects, and variability in teacher facilitation. Recommendations for future research involve multi-site replication, longitudinal tracking of conceptual change, and integration of digital simulations to extend inquiry opportunities outside the classroom.

Project Overview

What This Project Is About

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A straightforward study exploring how using inquiry-based learning (IBL) affects students’ understanding of renewable energy concepts in high school science. It looks at how hands-on questioning and exploration change what students know and how they think about energy topics.

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The Problem It Addresses

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Objectives of the Project

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1. Assess whether IBL improves students’ conceptual grasp of renewable energy compared to traditional teaching.
2. Identify which specific renewable energy ideas (solar, wind, bioenergy, etc.) benefit most from IBL.
3. Explore students’ attitudes toward science and energy topics before and after the intervention.
4. Provide practical classroom strategies for implementing IBL in energy-related units.

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What You Will Do Step by Step

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1) Review current teaching methods and select a renewable energy unit. 2) Design IBL activities and guiding questions. 3) Recruit classes and obtain consent. 4) Implement IBL in selected classes while maintaining a control group. 5) Collect data through tests, surveys, and classroom observations. 6) Analyze results to compare understanding levels and attitudes. 7) Interpret findings to identify successful strategies. 8) Compile recommendations for teachers.

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Expected Outcome

Anticipate that students exposed to IBL will show improved conceptual understanding of renewable energy concepts and more positive attitudes toward science learning. The project should yield practical teaching ideas that teachers can apply in real classrooms to enhance energy education.