Concepts for historical and geographical thinking in Sweden’s and Spain’s Primary Education curricula

19Citations
Citations of this article
32Readers
Mendeley users who have this article in their library.

This article is free to access.

Abstract

The goal of this study is to compare the presence of concepts for historical and geographical thinking in the national curricula for Primary Education in Spain and Sweden in order to analyze if these thinking concepts can enable new active learning methodologies in the Social Science classroom. The comparative study is based on a qualitative investigation using a horizontal evaluation instrument (international compared analysis). Compared items were divided in four dimensions: 1. curriculum structure—subjects, timetable, compulsory, ratio, etc.-, 2. educational methodologies—project-based learning, research, practical lessons-, 3. Objectives and evaluation—aims, evaluation criteria, standards-, and 4. Contents—conceptual, procedural, and attitudinal. The results show that, despite a different structure for the history and geography subjects in Primary Education, neither of the two curricula present historical and geographical thinking concepts as a fundamental aim for Primary Education and, at the same time, the low presence of these thinking concepts is linked to traditional teaching models still based on positivism and memorization.

Cite

CITATION STYLE

APA

Moreno-Vera, J. R., & Alvén, F. (2020). Concepts for historical and geographical thinking in Sweden’s and Spain’s Primary Education curricula. Humanities and Social Sciences Communications, 7(1). https://doi.org/10.1057/s41599-020-00601-z

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free