Iranian Journal of Learning and Memory

Abstract Objective: Electric potential difference is a fundamental concept in physics, yet students frequently experience conceptual difficulties in understanding it. Although previous research has documented common misconceptions through different assessment frameworks, relatively little is known about the structural quality of students' understanding as described by the SOLO taxonomy. Therefore, this study aimed to assess high school students' conceptual understanding of electric potential difference using the SOLO taxonomy and to identify the common misconceptions reflected in their responses. Method: The study employed a descriptive study with a quantitative approach. The participants were 92 female high school students in grades 11 and 12. Data were collected using a researcher-developed open-ended diagnostic assessment ( ) aligned with the SOLO taxonomy. Written responses were analyzed to determine understanding levels and identify common misconceptions. Results: Most students demonstrated understanding at the unistructural and multistructural levels, with few reaching relational or extended abstract levels. Analysis revealed persistent conceptual difficulties in distinguishing electric potential difference from electric potential and electrical energy, highlighting students' fragmented knowledge.