Abstract:

With the objective of examining the effects of a Project-Based Learning (PBL) model within the domain “Energy, Thermal Phenomena, and Radiation”, a methodological framework was developed and applied to a cohort of 27 students enrolled in the 10th grade. This case study, based on a convenience sample, employed a mixed-methods design integrating quantitative data (pre- and post-tests) with qualitative data (opinion survey).

The investigation aimed to evaluate the contribution of the implemented pedagogical methodology to the enhancement of learning outcomes and to the development of transversal competences—namely problem-solving, collaborative work, and critical thinking—while simultaneously fostering environmentally responsible attitudes and behaviours, particularly regarding the use of renewable energy sources, within the context of upper-secondary physics education. Furthermore, the study sought to determine whether this instructional strategy could contribute to increased student motivation and engagement with physics content.

The research commenced with the design of the PBL framework, involving the introduction of the project structure to the class and the definition of the thematic focus. A didactic sequence was constructed, beginning with the presentation of the project and the formation of working groups, followed by the administration of a pre-test to assess students’ prior knowledge concerning thermodynamics and energy-transfer concepts. Subsequently, students carried out guided research on the underlying physical principles and produced preliminary sketches for the construction of a solar-powered device. In parallel, a support document was prepared to guide both the construction process and the scientific communication of the projects.

The subsequent phase consisted of the practical implementation of the project in the classroom, including the division of tasks among group members and continuous pedagogical supervision. Although the initial plan included an outdoor presentation enabling the direct use of solar radiation, adverse meteorological conditions necessitated the use of visible-light lamps. Despite this modification, the experimental activity was successfully conducted, and a simulated context for observing the applications of solar radiation was ensured.

The final assessment involved administering a post-test and an opinion survey. Quantitative data collected through the pre- and post-tests enabled the examination of learning progression. The opinion survey, which comprised both open- and closed-ended questions, addressed factors such as the understanding of scientific concepts, the capacity to analyse experimental data, the development of critical thinking, scientific communication skills, collaborative work dynamics, time-management abilities, and awareness of environmental issues. Students expressed a desire to continue engaging with this pedagogical approach, suggesting the organisation of science fairs and larger-scale projects.

Overall, the findings constitute positive indicators of enhanced conceptual understanding and of the establishment of a student-centred learning environment. Evidence was also identified for the development of competences associated with problem-solving, creative and critical thinking, scientific communication, and collaborative work—fundamental pillars of scientific literacy and education.

Keywords:

Active Learning, Science Education, Physics, Solar Energy, active methodology.