References
- Barrett, M., & Oppenheimer, L. (2011). Findings, theories and methods in the study of children’s national identifications and national attitudes. European Journal of Developmental Psychology, 8(1), 5–24.
- Binimelis, J., & Ordinas, A. (2018). Alfabetización en Geografía y mapas mentales: Los conocimientos mínimos entre los estudiantes universitarios de Educación Primaria. Cuadernos Geográficos, 57(1), 330–351.
- Catling, S. (2009). Thinking of Britain in children’s geographies. Primary Geography, Autumn, 16–19.
- Clemente, M. (1992). Psicología Social. Métodos y técnicas de investigación. Madrid: Eudema.
- Cloke, P., & Edwards, G. (1986). Rurality in England and Wales 1981: A replication of the 1971 index. Regional Studies, 20(4), 289–306.
- García de León, L. (1988). Generalidades del análisis de cúmulos y del análisis de componentes principales. México: Instituto de Geografía.
- García-González, J. A., Gómez-Gonçalves, A., Gómez-Trigueros, I. M., & Binimelis-Sebastián, J. (2021). Geographic literacy in Spain with mental maps. Journal of Geography in Higher Education, 47(1), 1–21.
- Gould, P., & White, R. (1974). Mental maps. Middlessex: Penguin Books.
- Gómez-Gonçalves, A., Binimelis, J., García, J. A., & Gómez, I. M. (2021). La geo-alfabetización sobre la división territorial española de los futuros maestros de Educación Primaria en la Universidad de Salamanca. Estudios Geográficos, 82(290), e067.
- Harrington, V., & O’Donoghue, D. (1998). Rurality in England and Wales 1991: A replication and extension of the 1981 rurality index. Sociologia Ruralis, 38(2), 178–203.
- Harwood, D., & Rawlings, K. (2001). Assessing Young Children’s Freehand Sketch Maps of the World. International Research in Geographical and Environmental Education, 10(1), 20–45.
- Harwood, D., & McShane, J. (1996). Young children’s understanding of nested hierarchies of place relationships. International Research in Geographical and Environmental Education, 5(1), 3–29.
- Hennerdal, P. (2016). Changes in place location knowledge: A follow-up study in Arvika, Sweden, 1968 and 2013. International Research in Geographical and Environmental Education, 25(4), 309–327.
- Jahoda, G. (1963). The development of children’s ideas about country and nationality: Part I: The conceptual framework. British Journal of Educational Psychology, 33(1), 47–60.
- Kelly, A. (2005). Exploring children’s geographies at key stage two. International Research in Geographical and Environmental Education, 14(4), 342–347.
- Kolossov, V. (2016). Declaración internacional sobre educación geográfica. Didáctica Geográfica, (17), 257–274. https://didacticageografica.agegeografia.es/index.php/didacticageografica/article/view/354.
- Matas, A. (2018). Diseño del formato de escalas tipo Likert: un estado de la cuestión. Revista Electrónica de Investigación Educativa, 20(1), 38–47. http://www.scielo.org.mx/scielo.php?pid=S160740412018000100038&script=sci_arttext.
- Nishimoto, S. (2012). (Evaluating Mental Maps). (unpublished master thesis). University of Oregon, 82. p.
- Portugali, J. (2018). History and theoretical perspectives of behavioral and cognitive geography. In Handbook of behavioral and cognitive geography. Cheltenham: Edward Elgar Publishing
- Raento, P., & Hottola, P. (2005). Where on earth is New York? Pedagogical lessons from Finnish geography students’ knowledge of the United States. International Research in Geographical and Environmental Education, 14(1), 5–27.
- Reynolds, R., & Vinterek, M. (2016). Geographical locational knowledge as an indicator of children’s views of the world: Research from Sweden and Australia. International Research in Geographical and Environmental Education, 25(1), 68–83. doi:10.1080/10382046.2015.1106205
- Rikkinen, H. (1996). The living environment of 7–12‐year‐old pupils in Finland. International Research in Geographical and Environmental Education, 5(2), 107–116.
- Rodríguez, M. A. (2015). La geografía en la LOMCE ¿una ocasión perdida?. Boletín De La Asociación De Geógrafos Españoles, (67). https://doi.org/10.21138/bage.1831.
- Saarinen, T. F., & Maccabe, C. L. (1995). World patterns of geographic literacy based on sketch map quality. The Professional Geographer, N° 47(2), 196–204.
- Saarinen, T. F. (1987). Centering of mental maps of the world. Tucson AZ. Department of Geography and Regional Studies. University of Arizona. Paper series 87–7.
- Scoffham, S. (2019). The world in their heads: Children’s ideas about other nations, peoples and cultures. International Research in Geographical and Environmental Education, 28(2), 89–102.
- Storey, C. (2005). Teaching place: Developing early understanding of ‘nested hierarchies’. International Research in Geographical and Environmental Education, 14(4), 310–315.
- Turner, S., & Leydon, J. (2012). Improving geographic literacy among first-year undergraduate students: Testing the effectiveness of online quizzes. Journal of Geography, 111(2), 54–66.
- Villanueva, M., & Gonzalo, C. (2000). Maps, values and representations: Deconstructing Eurocentrism among European primary teachers. International Research in Geographical and Environmental Education, 9(1), 61–66.
- Wiegand, P. (1995). Young children’s freehand sketch maps of the world. International Research in Geographical and Environmental Education, 4(1), 19–28.
- Wiegand, P. (1998). Children’s free recall sketch maps of the world on a spherical surface. International Research in Geographical and Environmental Education, 7(1), 67–83. doi:10.1080/10382049808667559
- Wiegand, P., & Stiell, B. (1996). Children’s estimations of the sizes of the continents. Educational Studies, 22(1), 57–68.
- Wiegand, P., & Stiell, B. (1997a). Mapping the place knowledge of teachers in training. Journal of Geography in Higher Education, 21(2), 187–198.
- Wiegand, P., & Stiell, B. (1997b). The development of children’s sketch maps of the British Isles. The Cartographic Journal, 34(1), 13–21.