Vol. 6 No. 4 (2015)
Research Article

DO PERSONAL EXPERIENCES HAVE AN IMPACT ON TEACHING AND DIDACTIC CHOICES IN GEOGRAPHY?

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  • Lena MOLIN,
  • Ann GRUBBSTRÖM,
  • Gabriel BLADH,
  • Åsa WESTERMARK,
  • Kaj OJANNE,
  • Hans-Olof GOTTFRIDSSON,
  • Svante KARLSSON
Lena MOLIN
Uppsala University, Department of Education, Sweden
Ann GRUBBSTRÖM
Uppsala University, Department of Social and Economic Geography
Gabriel BLADH
Karlstad University,Department of Geography, Media and Communication
Åsa WESTERMARK
Jönköping University, School of Education and Communication
Kaj OJANNE
Lund University, The Department of Human Geography and the Human Ecology Division
Hans-Olof GOTTFRIDSSON
Karlstad University, Department of Geography, Media and Communication
Svante KARLSSON
Umeå University, Department of Geography and Economic History

Published 2023-04-26

How to Cite

MOLIN, Lena, Ann GRUBBSTRÖM, Gabriel BLADH, Åsa WESTERMARK, Kaj OJANNE, Hans-Olof GOTTFRIDSSON, and Svante KARLSSON. 2023. “DO PERSONAL EXPERIENCES HAVE AN IMPACT ON TEACHING AND DIDACTIC CHOICES IN GEOGRAPHY?”. European Journal of Geography 6 (4):6-20. https://eurogeojournal.eu/index.php/egj/article/view/406.

Copyright (c) 2023 European Journal of Geography

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This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

Factors influencing teachers’ selection of content in geography teaching is a fundamental
didactic matter. The purpose of the present study was to investigate whether Swedish
geography teachers’ informal and formal experiences have influenced their interest in
geography and if so, in what way. The results disclosed that informal experiences like
outings, holidays, and childhood memories have a significant impact. The results also
revealed that childhood experiences might increase the comprehension of how nature and

mankind are connected, and how various places differ. Selective traditions showed to be
strong, i.e. geographic names and map reading were prioritized while at excursions, physical
geography was particularly dominating. We argue that in the geography teacher education,
didactics should include methods for field studies, giving emphasis also to the part dealing
with human geography. Forthcoming teachers need to reflect on how to make didactic choices
in order to renounce the selective traditions in the subject.

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