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Research Insights and Challenges of Secondary School Energy Education: A Dye-Sensitized Solar Cells Case Study

Author

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  • Sen-I Chien

    (Institute of Organic and Polymeric Materials, Research and Development Center for Smart Textile Technology, National Taipei University of Technology, Taipei 106344, Taiwan)

  • Chaochin Su

    (Institute of Organic and Polymeric Materials, Research and Development Center for Smart Textile Technology, National Taipei University of Technology, Taipei 106344, Taiwan)

  • Chin-Cheng Chou

    (Department of Science Education, National Taipei University of Education, Taipei 106320, Taiwan)

  • Hsiou-Hsuan Wang

    (Department of Chemical and Materials Engineering, National Ilan University, I-Lan 260007, Taiwan)

Abstract

The research achievements of a university chemistry lab regarding dye-sensitized solar cells (DSSCs) were transformed into a high school hands-on course by simplifying the experimental steps and equipment. Our research methodology was action research. We verified the DSSC course step by step. First, 10 members of a high school science study club helped to revise the course over a school semester. A questionnaire survey revealed that all students agreed that the course increased their understanding of DSSCs and solar cells. Second, 35 students were enrolled in a 10th-grade elective energy course to study the revised DSSC topics for 3 weeks. A five-point Likert scale was used to collect students’ feedback, and students reported looking forward to making their own high-performance DSSC modules (4.60) and stated that being able to make their own solar cell was a great accomplishment (4.49). Third, the course was implemented at a junior high school science camp, and the 37 participating students were all able to complete the hands-on experiment. In the questionnaire survey, the students expressed that they enjoyed learning about scientific principles through a hands-on approach (4.59). Fourth, most of the 12 schoolteachers who voluntarily participated in the DSSC workshop agreed that integrating DSSC activity into school courses would be conducive to multidisciplinary learning. This course could facilitate participants’ self-evaluations in science knowledge, experimental skills, learning motivations, and positive attitudes toward sustainability.

Suggested Citation

  • Sen-I Chien & Chaochin Su & Chin-Cheng Chou & Hsiou-Hsuan Wang, 2021. "Research Insights and Challenges of Secondary School Energy Education: A Dye-Sensitized Solar Cells Case Study," Sustainability, MDPI, vol. 13(19), pages 1-18, September.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:19:p:10581-:d:641850
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    References listed on IDEAS

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    1. Ralf Hansmann, 2010. "“Sustainability Learning”: An Introduction to the Concept and Its Motivational Aspects," Sustainability, MDPI, vol. 2(9), pages 1-25, September.
    2. repec:lib:000cis:v:7:y:2019:i:1:p:30-39 is not listed on IDEAS
    3. Paul Stock & Rob J.F. Burton, 2011. "Defining Terms for Integrated (Multi-Inter-Trans-Disciplinary) Sustainability Research," Sustainability, MDPI, vol. 3(8), pages 1-24, July.
    4. Corinne Van der Salm & Daan van Knippenberg & Dancker Daamen, 1997. "A critical test of the choice questionnaire for collecting informed public opinions," Quality & Quantity: International Journal of Methodology, Springer, vol. 31(2), pages 193-197, May.
    5. Appleyard, Steve, 2010. "Simplifying the construction of dye-sensitized solar cells to increase their accessibility for community education," Renewable Energy, Elsevier, vol. 35(1), pages 266-268.
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    1. Fahimul Hoque & Ruhizan M. Yasin & Kamaruzzaman Sopian, 2022. "Revisiting Education for Sustainable Development: Methods to Inspire Secondary School Students toward Renewable Energy," Sustainability, MDPI, vol. 14(14), pages 1-18, July.

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