Exploring high school students’ perceptions of solar energy and solar cells

Abstract

Although studies examining student understanding of key concepts are common throughout the science education literature, few have examined science concepts linked to conservation or environmental issues such as global warming and alternative energy. How students make sense of these complex concepts has the potential to influence their role as future decision-makers; it therefore becomes important to explore this baseline knowledge, especially when such concepts receive limited discussion in typical school curricula. In this study, a questionnaire incorporating both multiple choice and open-ended responses was administered to high school sophomores to better understand their conceptions of solar energy and photovoltaic cells. Analysis revealed that while students reported familiarity with photovoltaic cells, there was confusion as to how they actually worked. An underlying misconception involved the roles of light or heat from the sun in the function of these solar cells. Implications for instruction and future research are suggested.