SURVEY OF KNOWLEDGE OF GEOGRAPHICAL CONCEPTS AMONG STUDENTS OF A HUNGARIAN LYCEUM IN TRANSCARPATHIA

Abstract

Relevance of the research: knowledge of hydrological concepts plays a fundamental role in the development of geographical literacy and in the understanding of natural processes. Research aim: The purpose of the study is to explore students’ knowledge of hydrogeographical concepts and to examine how this knowledge changes with the progression of school years. In addition, the study aims to analyse how students’ level of understanding develops in relation to geographical terms that are frequently used in lessons, those that occur less often, and those considered foreign or less familiar. Research methods: The study was based on a test conducted in person at a Hungarian-language lyceum in Transcarpathia. Results: The analyses confirmed that in the case of concepts more frequently encountered during geography lessons, a higher proportion of correct answers were recorded across all grade levels. However, for less commonly used or foreign-derived terms, students more often showed incorrect identification and tended to confuse the definitions with those of other concepts. Applicability of the results: It is recommended to incorporate concept- developing and revision activities more consciously into geography lessons, as well as to use less familiar technical terms more frequently and in contextual situations. The findings of the study can also assist teachers in more accurately assessing their students’ conceptual knowledge and in differentiating the learning process accordingly. Conclusions: The results of the research indicate that, in order to improve students’ knowledge of hydrogeographical concepts, it is necessary to apply concept-developing and revision activities more consciously, to use less familiar terms regularly and in context, and to provide targeted support for classes that deviate from the trend line.