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

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dc.contributor.authorMoreno Vera, Juan Ramón
dc.contributor.authorAlvén, Fredrik
dc.contributor.departmentDidáctica de las Ciencias Matemáticas y Sociales
dc.contributor.otherFacultades de la UMU::Facultad de Educación
dc.coverage.spatialSuecia
dc.coverage.spatialEspaña
dc.date.accessioned2026-01-19T09:30:26Z
dc.date.available2026-01-19T09:30:26Z
dc.date.copyright© The Author(s) 2020
dc.date.issued2020-09-28
dc.description.abstractThe 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.
dc.formatapplication/pdf
dc.identifier.citationHumanities and Social Sciences Communications, 2020, Vol. 7 : 107
dc.identifier.doihttps://doi.org/10.1057/s41599-020-00601-z
dc.identifier.eissn2662-9992
dc.identifier.urihttp://hdl.handle.net/10201/187991
dc.languageeng
dc.publisher Springer Nature
dc.relationThis research is part of the the project 20874/PI/18 “El pensamiento geográfico e histórico del alumnado de educación primaria en la Región de Murcia: propuesta metodológica innovadora para una educación de calidad” funded by Seneca Foundation in the program: “Ayudas a la realización de proyectos para el desarrollo de investigación científica y técnica por grupos competitivos (plan de actuación 2019).
dc.relation.publisherversionhttps://www.nature.com/articles/s41599-020-00601-z
dc.relation.requireshttps://doi.org/10.7910/DVN/O3PDMW
dc.rightsAttribution 4.0 International*
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectCiencias Sociales
dc.subjectHistoria
dc.subjectGeografía
dc.subjectEducación primaria
dc.subjectCurrículum
dc.subjectPensamiento histórico
dc.subjectPensamiento geográfico
dc.subjectEducación
dc.subjectHistorical thinking
dc.subjectGeographical thinking
dc.subjectEducation
dc.subjectSocial Science
dc.subjectCurriculum
dc.subjectSpain
dc.subjectSweden
dc.subject.odsObjetivo 10: Reducir las desigualdades entre países y dentro de ellos
dc.subject.odsObjetivo 4: Educación
dc.titleConcepts for historical and geographical thinking in Sweden’s and Spain’s Primary Education curricula
dc.typeinfo:eu-repo/semantics/article
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublicationes
relation.isAuthorOfPublication461d7a57-f6c2-4268-941c-484d36918b61
relation.isAuthorOfPublication.latestForDiscovery461d7a57-f6c2-4268-941c-484d36918b61
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