INTERNATIONAL JOURNAL OF CHANGES IN EDUCATION
Research Article
Aug 15, 2026 108 41

Solar Energy and Inquiry-Based Learning: A Pathway to Scientific Competencies in Secondary Education

Jorge Pozuelo-Muñoz 1,
Esther Cascarosa Salillas 1 * ,
Elena Calvo Zueco 2,
Ester Sánchez Sánchez 1
1 Department of Specific Didactics, University of Zaragoza, Spain2 International Anfora School, Spain* Corresponding Author
International Journal of Changes in Education, 3(4), 2026, 485-492, https://doi.org/10.47852/bonviewIJCE52026132
Online publication date: Nov 05, 2025
Publication date: Aug 15, 2026
Full Text (PDF)

ABSTRACT

The fundamentals of experimental science didactics have proven that compulsory education students need to develop skills such as critical thinking. Guided inquiry is a practical methodology for developing various science skills. Moreover, current legislation establishes a series of specific competencies that students must develop. This work presents research carried out with students aged 13–14 years. A project, based on the problem-based learning methodology, on a real-world topic close to the students was implemented to assess the development of critical thinking and specific competencies outlined in legislation. For this purpose, a teaching-learning sequence was developed, and the students’ outputs were collected through questionnaires and teacher observation sheets. The results show that students can answer each of the problems encountered during the project, posing researchable questions and finding solutions through experimentation. Each of the sessions has demonstrated clear progress in several key areas such as the development of some of the required competencies and overall scientific skills, thereby facilitating overall development.

KEYWORDS

electricity solar cells inquiry problem-based learning (PBL) secondary education

CITATION (APA)

Pozuelo-Muñoz, J., Salillas, E. C., Zueco, E. C., & Sánchez, E. S. (2026). Solar Energy and Inquiry-Based Learning: A Pathway to Scientific Competencies in Secondary Education. International Journal of Changes in Education, 3(4), 485-492. https://doi.org/10.47852/bonviewIJCE52026132
Harvard
Pozuelo-Muñoz, J., Salillas, E. C., Zueco, E. C., and Sánchez, E. S. (2026). Solar Energy and Inquiry-Based Learning: A Pathway to Scientific Competencies in Secondary Education. International Journal of Changes in Education, 3(4), pp. 485-492. https://doi.org/10.47852/bonviewIJCE52026132
Vancouver
Pozuelo-Muñoz J, Salillas EC, Zueco EC, Sánchez ES. Solar Energy and Inquiry-Based Learning: A Pathway to Scientific Competencies in Secondary Education. International Journal of Changes in Education. 2026;3(4):485-92. https://doi.org/10.47852/bonviewIJCE52026132
AMA
Pozuelo-Muñoz J, Salillas EC, Zueco EC, Sánchez ES. Solar Energy and Inquiry-Based Learning: A Pathway to Scientific Competencies in Secondary Education. International Journal of Changes in Education. 2026;3(4), 485-492. https://doi.org/10.47852/bonviewIJCE52026132
Chicago
Pozuelo-Muñoz, Jorge, Esther Cascarosa Salillas, Elena Calvo Zueco, and Ester Sánchez Sánchez. "Solar Energy and Inquiry-Based Learning: A Pathway to Scientific Competencies in Secondary Education". International Journal of Changes in Education 2026 3 no. 4 (2026): 485-492. https://doi.org/10.47852/bonviewIJCE52026132
MLA
Pozuelo-Muñoz, Jorge et al. "Solar Energy and Inquiry-Based Learning: A Pathway to Scientific Competencies in Secondary Education". International Journal of Changes in Education, vol. 3, no. 4, 2026, pp. 485-492. https://doi.org/10.47852/bonviewIJCE52026132

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