Shaping attitude related to renewable energy resources is the task of the entire society and in the case of students of different ages it is realized via education in and outside schools. This research concerns the analysis of the knowledge of students related to renewable energy resources, exploring the differences in the case of students in different grades and also the identification of correlations between the knowledge for renewable energy and some of its influencing factors. The research was carried out in spring 2018 with 4th (N=466) and 7th (N=529) graders in primary school and also with 11th graders (N=328) in secondary school in Hungary. Association and selection tasks applied in the research were related to knowledge of renewable energy resources and three questions concerned influencing factors. Assessment was performed based on the word association test. Results indicate poor and less stable knowledge in the case of every grade. The knowledge structure of the grades is similar, solar, water and wind are the most well-known renewable energy resources. Regarding knowledge, the type of the settlement of residence, education level of parents, school curriculum, textbook, theme weeks, project work, media and internet were important among influencing factors.and programs in the topic of RE apart from teaching knowledge integrated into various courses (Cavanagh, 2007;Colin, 2008;Papadimitriou, 2004). These methodological efforts have presumed that the knowledge of students related to RE, its understanding and procedural knowledge are rather incomplete. Similar results have been revealed by several other research projects studying the knowledge and attitude of students related to RE. Studying the knowledge of Nigerian secondary school students Bamisile, Abbasoglu, Dagbasi, and Garba (2016) have found that the knowledge of students related to RE utilization has been lower than average (41%) independent of gender, age and education type in spite of abundant RE potentials in the studied region of the country. The problem can be explained by, on the one hand, the deficiencies of curriculum requirements related to RE, and on the other hand, the lack of methods that could contribute to the formation of a positive attitude towards RE via applying activities requiring self-contained student activities (project, cooperative and collaborative activities, various competitions, etc.) from practice point of view considering also the context of everyday life. Hasan (2012) has also emphasized the responsibility of schools in forming energy consciousness and has called attention to utilizing possibilities provided by the internet in education. Misconceptions associated with RE have been frequent among Turkish secondary school students involved in his study; their knowledge level has been low despite the fact that RE utilization potential can be regarded good in Turkey due to its geographical location. Some research projects studied the reasons of low level of knowledge regarding RE. Bünyamin, Hakan, and Osman (2010) have m...
In our dynamically evolving globalised world we must keep up with the changes in the education sector. Due to this development, social and cognitive changes have started, which motivates educators for methodological renewal. The intensity of implementation of this renewal may differ from school to school based on school type, the students’ grade and also the type of the settlement. It is important to have an overview of the methodology used by Geography teachers, from which we can gain an insight into the influential role of these factors. Several studies have shown that the more years teachers spend in public education, the less they deviate from their own methods and regular teaching habits(Kojanitz, 2019). In the present survey – which undertook to crawl the methodological tools of colleagues teaching Geography – an online questionnaire was used in order to reach teachers in several levels of settlement hierarchy, schooltype and ensure countrywide territorial coverage. In addition to the methodology-related questions, the survey was aimed at receiving a description of an ideal teacher, and it also included the exploration of the most common problems regarding the teaching of Geography and a section on the efficiency and actual implementation of digital education. By analysing the answers given in the questionnaire, it is possible to draw a general picture of the methods and technical devices in everyday Geography teaching in Hungary. Moreover, the results can be used to solve the currently encountered problems, which can be carried out by the reform of teacher training and further training.
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