The study investigated students’ prior knowledge of problem-solving in STEM through a solar cell project. A quantitative descriptive approach was used with an essay-based instrument aligned to Osborne’s problem-solving indicators, and students’ responses were scored and compared between groups using an independent t-test. Results showed that prior knowledge was generally low across all indicators and that performance did not differ significantly between the comparison groups. Students struggled to link physics principles with technological design, to plan feasible solutions, and to justify choices with quantitative reasoning. They also had difficulty interpreting current–voltage and power–voltage relationships. These findings suggest that learners enter project work with fragile conceptual frameworks because foundational ideas about energy, efficiency, and system constraints have not been integrated with real contexts. Integrating a solar cell project within STEM is recommended, as it provides authentic tasks that connect concepts to practice, strengthen scientific reasoning, and support the development of problem-solving competencies. This study supports sustainable development goals (SDGs). © School of Engineering, Taylor’s University.
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