Transforming engineering education through the Question Formulation Technique to foster critical thinking and innovation in renewable energy solutions.
Imagine a classroom where instead of memorizing answers for exams, engineering students learn to ask groundbreaking questions that could transform our energy future: Could we design solar panels that generate power from rainfall? What if wind turbine blades could self-repair during operation? How might algae biofuel production be integrated into urban infrastructure? This shift from answer-focused learning to question-driven exploration represents a revolutionary approach to renewable energy education through the Question Formulation Technique (QFT).
In an era defined by complex global challenges like climate change and energy transitions, the traditional model of engineering education is showing its limitations. The World Economic Forum consistently identifies critical thinking and complex problem-solving among the most crucial skills for future engineers. The QFT, developed by the Right Question Institute, provides a structured yet flexible framework that empowers students to take ownership of their learning journey, develop deeper conceptual understanding, and cultivate the innovative mindset needed to tackle the renewable energy challenges of tomorrow 1 .
The Question Formulation Technique originated in an unlikely setting—a dropout prevention program in Massachusetts during the 1980s. Social workers noticed that parents weren't participating in their children's education because they didn't know "what questions to ask" about the program or their children's progress 2 . When provided with pre-written questions, parents remained disengaged, but when taught to formulate their own questions tailored to their specific concerns, participation dramatically improved. This insight—that the ability to formulate one's own questions is transformative—soon found its way into educational settings with equally remarkable results .
The QFT follows a carefully designed sequence that guides students from initial curiosity to actionable inquiry. When implemented in renewable energy engineering courses, this process transforms passive recipients of information into active, engaged investigators of energy challenges.
The process begins with the Question Focus—a stimulus carefully designed by the instructor to spark curiosity and focus student thinking. The QFocus must not itself be a question, and it should be directly related to course learning outcomes while encouraging divergent thinking 1 . In renewable energy contexts, effective QFocus prompts might include statements about technological limitations or paradoxical observations that challenge conventional thinking.
Students then brainstorm as many questions as they can related to the QFocus, following four strict rules that create a judgment-free environment and encourage creative thinking without self-censoring 1 . For engineering students accustomed to looking for "correct" answers, this can be liberating yet challenging.
Students work with the questions they've produced, learning to categorize them as open-ended (requiring explanation) or closed-ended (answerable with yes/no or a single fact) 1 . They discuss the advantages of each type and practice changing questions from one type to another, developing important critical thinking skills.
Following instructor-provided criteria, students select priority questions from their list. This convergent thinking phase teaches students to identify the most productive lines of inquiry for their specific learning goals and connects questioning to practical engineering challenges 1 .
Students determine how they will use their priority questions, whether for research projects, experimental design, problem sets, or discussion. This step connects the questioning process directly to the engineering design process 5 .
Finally, students reflect on what they learned, how they learned it, and what they might think about differently after the QFT process 1 . This metacognitive component helps solidify both the content knowledge and the process skills they've developed.
To understand how QFT transforms renewable energy classrooms, consider a concrete implementation in a third-year solar energy engineering course focused on improving photovoltaic system performance.
The professor presents students with a Question Focus featuring two contrasting elements:
Accompanied by the statement: "Solar panel efficiency depends on more than just sunlight quality."
Following the QFT rules, students generate questions such as:
The experimental methodology for investigating their questions follows standard engineering research protocols but is now driven by student curiosity rather than instructor prescription. A group focusing on inverter efficiency might design a comparative experiment:
Install identical solar panels with different inverter configurations (standard string inverter vs. micro-inverters)
Monitor energy output, system efficiency, and performance under partial shading conditions
Compare not just total output but cost-efficiency, maintenance requirements, and failure modes
Refine the experimental design based on initial findings
| Date | String Inverter Output (kWh) | Micro-inverter Output (kWh) | Ambient Temp (°C) | Shading Conditions |
|---|---|---|---|---|
| 4/1/2025 | 4.2 | 4.5 | 22 | None |
| 4/2/2025 | 3.8 | 4.2 | 25 | Morning partial |
| 4/3/2025 | 3.5 | 4.1 | 24 | Afternoon partial |
| 4/4/2025 | 4.3 | 4.6 | 21 | None |
| Performance Metric | String Inverter System | Micro-inverter System | Percentage Difference |
|---|---|---|---|
| Peak Efficiency | 95.2% | 97.8% | +2.7% |
| Partial Shading Efficiency | 62.4% | 89.6% | +43.6% |
| Annual Maintenance Incidents | 1.2 | 0.4 | -66.7% |
| Cost per kWh | $0.127 | $0.142 | +11.8% |
| Expected Lifespan | 10.2 years | 14.7 years | +44.1% |
"Through this process, students not only learn about solar technology but experience the complete engineering design cycle from question formulation through experimental validation. The professor reports that student projects show greater innovation and depth compared to previous years when projects followed predetermined parameters."
The QFT process often leads students to design experiments requiring specific research reagents and materials. Understanding these tools becomes essential for translating questions into actionable research.
| Reagent/Material | Primary Function | Research Applications |
|---|---|---|
| ITO (Indium Tin Oxide) Coated Substrates | Serves as transparent conducting electrode | Organic photovoltaic development, perovskite solar cell research |
| Polymer Donor/Acceptor Blends | Forms active layer in organic photovoltaics | Bulk heterojunction solar cell optimization, flexible solar applications |
| Electrolyte Solutions (e.g., Iodide/Triiodide) | Mediates electron transport in dye-sensitized systems | Dye-sensitized solar cell research, photocatalytic studies |
| Catalyst Inks (Pt, NiFe, Co) | Facilitates electrochemical reactions | Fuel cell research, water splitting experiments, hydrogen production |
| Sealed Reactor Vessels | Contains controlled atmosphere reactions | Biomass pyrolysis, biofuel synthesis, catalyst testing |
| Pyranometers & Data Loggers | Measures solar irradiance with precision | Solar resource assessment, system performance validation |
Essential tools for renewable energy experimentation and analysis
Software and methodologies for interpreting experimental results
Advanced instrumentation for material and system analysis
The Question Formulation Technique offers more than just a novel teaching strategy—it represents a fundamental shift toward student-driven learning that prepares renewable energy engineers for the complex challenges they will face throughout their careers. By mastering the art and science of question formulation, students develop not only deeper content knowledge but also the innovative mindset needed to advance renewable technologies.
The true power of QFT lies in its ability to transform students' relationship with knowledge itself. As one first-grade teacher marveled after implementing QFT to explore energy concepts: "Students who are provided the opportunity to take ownership of their learning, to collaborate with others, and to demonstrate their knowledge and abilities in their own way are not only engaged, but are intrinsically motivated to learn" 6 . This intrinsic motivation becomes the driving force behind lifelong learning and innovation.
As engineering education continues to evolve to meet the demands of a rapidly changing energy landscape, approaches like QFT that emphasize critical thinking, curiosity, and questioning skills will become increasingly essential. The renewable energy breakthroughs of tomorrow may well emerge from the questions our students learn to ask today.
Deeper conceptual understanding through inquiry
Development of problem-solving and critical thinking abilities
Cultivation of creativity and innovative thinking