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...

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<p>Nowadays, Hungarian Geography education has been facing lots of challenges, one of which is the necessity of improving geographical literacy. Recent PISA results show that Hungarian students’ reading comprehension level and strategies need substantial improvement as without proper reading skills, students are less likely and able to have a meaningful understanding of different types of texts, including geographical ones. Geography classes offer a good opportunity to improve students’ literacy, however, teachers usually lack new types of educational tools that they could use to help improve their pupils’ geographical literacy.</p><p>The MTA-SZTE Research Group of Geography Teaching and Learning aims at developing an activity-based workbook concentrating on the geography of Hungary. The workbook consists of separate worksheets, all of which are designed to employ a variety of activities. One of the key concepts of this new type of workbook is to enhance the geographical literacy of students, and to provide both students and teachers with more authentic geographical exercises that can be fitted to the needs of both individual students and classes or groups.</p><p>Activities concentrating on the improvement of geographical literacy are various. First, different types of texts, with varying length, are used, such as postcard captions, blogs, newspaper articles, research studies; and by using more authentic texts, students are likely to learn diverse reading strategies when solving the excercises.  Second, the type of activities connected to the texts are also diverse, including gap-filling exercises, finding information, preparing SWOT analyses, action plans, figures, etc. Third, the activities are linked to different geographical problems that are present in selected Hungarian landscapes, towns or villages, micro- and mesoregions.</p><p>In order to evaluate the efficiency of the worksheets developed by our research group, we carried out a quasi-experimental, pre- and post-test-design study with the participation of the schools associated with the research group. Both the pre- and the post-tests contained two new types of reading comprehension exercises to measure whether using the excercises of the worksheets help to improve students’ reading comprehension level. Preliminary results show that the members of the experimental groups significantly outperform the achievement of the members of the control groups. Our results imply that the experimental worksheets developed by our research group enhance the reading comprehension level of students, therefore, they help to improve students’ geographical literacy.</p><p> </p><p>This work has been supported by the Hungarian Academy of Sciences under Grant “MTA Tantárgypedagógiai Kutatási Program (2016–2020)”.</p>

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