Education

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

J. R. Moreno-vera and F. Alvén

This research conducted by Juan Ramón Moreno-Vera and Fredrik Alvén explores the intriguing gap in historical and geographical thinking within the primary education curricula of Spain and Sweden. Despite distinct curricular structures, both countries exhibit a surprising lack of emphasis on these critical concepts, shedding light on traditional, memorization-based teaching models. Join the conversation around educational reform!

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Abstract

This study compares the presence of concepts for historical and geographical thinking in the national primary education curricula of Spain and Sweden. A qualitative investigation using a horizontal evaluation instrument analyzed four dimensions: curriculum structure, educational methodologies, objectives and evaluation, and content. Despite differing structures for history and geography, neither curriculum prioritizes historical and geographical thinking concepts. The low presence of these concepts is linked to traditional teaching models based on positivism and memorization.

Publisher

Humanities & Social Sciences Communications

Published On

Sep 28, 2020

Authors

Juan Ramón Moreno-Vera, Fredrik Alvén

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