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

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.