Vilka fysikaliska och miljömässiga förklaringar återfinns i elevers diskussioner om begreppet hållbart energisystem?

The article describes a pilot study, an introduction to a series of investigations of upper secondary school pupils’ explanations of sustainable energy. The physics syllabus have the intentions on one hand to guide pupils into science-education and on the other to give insights to pupils in order to participate in the debate on e.g. energy usage. The results obtained, from questionnaire and group discussions, indicate that pupils can get caught in narrow physical explanations of the concept of sustainable energy systems. Some pupils discuss an environmental explanation parallel but show insecurity. One interpretation is that pupils feel an inappropriateness connecting environment and physics. An implication is that the concept of energy quality might be an accessible way for pupils to relate concepts of physics with environmental questions