The rising world population, the development and increased use of technology, and the use of more energy for a comfortable lifestyle have resulted in a constant increase in the need for energy, and the energy problem has now become a global problem. The quality of education to be provided for the correct and effective use of energy resources, which is likely become a greater problem day by day, is of great importance. Considering that the supply of resources such as coal, oil and natural gas, which used to be widely used in the past, is becoming limited, and the scale of destruction that they cause to the planet (climate change, wars started for fossil fuel resources, etc.), it can be seen how essential orientation towards renewable energy sources has become. The first step towards educating generations who are informed about renewable energy sources is to have teachers who inform. Countries’ energy needs are rising day by day and yet this increasing energy need is predominantly met by fossil fuels such as oil (Koroneos, Spachos, & Moussiopoulos, 2003; Satman, 2007). A major result of the use of these fuels is the increase in the rate of carbon dioxide, methane and nitrogenous derivatives, known as greenhouse gases, in the atmosphere. The increase in the rate of retention of greenhouse gases in the atmosphere brings with it a number of negative events such as global warming, acid rain, climate change, disasters and migrations. Moreover, climate change affects the future of the planet by creating environmental, social and economic threats. Therefore, for the future of the earth and sustainable development, it is necessary to reduce the use of fossil fuels and increase the use of renewable energy (RE) sources. When the related literature is examined, the known renewable energy sources appear before us as solar, wind, hydroelectric, hydrogen, geothermal, marine (wave, tidal and current energy) and biomass energies (Koroneos et al., 2003). Renewable energy sources are known to be environmentally friendly and the harm they do to the environment is less than that done by fossil fuels (Koroneos et al., 2003). Moreover, renewable energy sources are regarded as alternatives to the reduction of gases known as greenhouse gases such as carbon dioxide, methane and nitrogenous derivatives (Liarakou, Gavrilakis, & Flouri, 2009). The importance of using the renewable energy (RE) sources has steadily increased recently. Murat Genç Duzce University, Turkey Mustafa Akilli Uludag University, Turkey Abstract. It is important to create positive attitudes and enough knowledge for preservice science teachers about renewable energy for future. The aim of this research was to show the correlation between renewable energy knowledge and subdimensions of attitude towards renewable energy with Structural Equation Modeling (SEM). The research was conducted by the analysis of 1145 pre-service teachers’ answers to questionnaires data using SEM. Two questionnaires used for data collection which first was renewable energy knowledge scale that Cronbach’s alpha was .82 and the second was renewable energy attitude scale that Cronbach’s alpha was .87. Initially, Kaiser-Meyer-Olkin and Bartlett’s tests were done with SPSS to test appropriateness of subdimensions to factor analysis. Exploratory factor analysis was done for the subdimensions that were seen to be suitable for factor analysis and then structural model was tested with LISREL. At the end of the SEM test, it was found that there are positive relations between renewable energy knowledge of preservice teachers and their attitudes towards renewable energy. The more knowledge and attitudes about renewable energy can be improved, the more positive attitudes and behaviors will be provided to individuals and the efficient use of renewable energy types will be realized.

中文翻译：

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可再生能源知识与态度的相关性：未来教育者的结构方程模型

世界人口的不断增加、技术的发展和使用的增加，以及为了舒适的生活方式而使用更多的能源，导致对能源的需求不断增加，能源问题现已成为一个全球性问题。为正确和有效地使用能源资源而提供的教育质量非常重要，这很可能日益成为一个更大的问题。考虑到过去曾被广泛使用的煤炭、石油和天然气等资源的供应正在变得有限，并且它们对地球造成的破坏规模（气候变化，化石燃料资源的战争开始了）等），可以看出可再生能源的基本方向已成为多么重要。教育了解可再生能源的几代人的第一步是让教师了解可再生能源。各国的能源需求与日俱增，但这种不断增长的能源需求主要由石油等化石燃料满足（Koroneos、Spachos 和 Moussiopoulos，2003 年；Satman，2007 年）。使用这些燃料的一个主要结果是大气中二氧化碳、甲烷和含氮衍生物（称为温室气体）的比率增加。大气中温室气体滞留率的增加带来了许多负面事件，例如全球变暖、酸雨、气候变化、灾害和迁移。此外，气候变化会造成环境、社会和经济威胁，从而影响地球的未来。所以，为了地球的未来和可持续发展，必须减少化石燃料的使用，增加可再生能源（RE）的使用。在查阅相关文献时，我们面前出现了已知的可再生能源，如太阳能、风能、水力发电、氢能、地热能、海洋（波浪能、潮汐能和电流能）和生物质能（Koroneos 等，2003）。众所周知，可再生能源对环境无害，它们对环境的危害小于化石燃料（Koroneos 等，2003）。此外，可再生能源被视为减少温室气体（如二氧化碳、甲烷和含氮衍生物）的替代品（Liarakou、Gavrilakis 和 Flouri，2009 年）。最近，使用可再生能源 (RE) 资源的重要性稳步增加。Murat Genç Duzce 大学，土耳其 Mustafa Akilli Uludag 大学，土耳其 摘要。为职前科学教师培养关于未来可再生能源的积极态度和足够的知识非常重要。本研究的目的是通过结构方程模型 (SEM) 显示可再生能源知识与对可再生能源的态度的子维度之间的相关性。该研究是通过使用 SEM 分析 1145 名职前教师对问卷数据的回答来进行的。两份问卷用于数据收集，第一个是可再生能源知识量表，Cronbach's alpha 为 0.82，第二个是可再生能源态度量表，Cronbach's alpha 为 0.87。原来，使用 SPSS 进行 Kaiser-Meyer-Olkin 和 Bartlett 检验，以检验子维度对因子分析的适用性。对认为适合因子分析的子维度进行探索性因子分析，然后用 LISREL 测试结构模型。在SEM测试结束时发现，职前教师的可再生能源知识与其对可再生能源的态度之间存在正相关关系。对可再生能源的知识和态度越能提高，就会为个人提供越积极的态度和行为，从而实现对可再生能源类型的有效利用。对认为适合因子分析的子维度进行探索性因子分析，然后用 LISREL 测试结构模型。在SEM测试结束时发现，职前教师的可再生能源知识与其对可再生能源的态度之间存在正相关关系。对可再生能源的知识和态度越能提高，就会为个人提供越积极的态度和行为，从而实现对可再生能源类型的有效利用。对认为适合因子分析的子维度进行探索性因子分析，然后用 LISREL 测试结构模型。在SEM测试结束时发现，职前教师的可再生能源知识与其对可再生能源的态度之间存在正相关关系。对可再生能源的知识和态度越能提高，就会为个人提供越积极的态度和行为，从而实现对可再生能源类型的有效利用。