GEOGRAPHY IN THE THIRD CYCLE OF PRIMARY EDUCATION: LEARNING STYLES AND ACADEMIC PERFORMANCE

This paper attempts to investigate the treatment of geographical contents is occuring in the third cycle of primary education through a dual purpose; on the one hand, to characterize the learning styles of students; on the other hand, to define their influence on the academic achievement in the social sciences' area and geographical contents. Using a quantitative non experimental methodology and selecting as participants 163 students, we will use the theoretical model advocated by Alonso, Gallego and Honey (1999). The results show the predictive ability of learning style on student achievement, reaching conclusions to guide the learning styles' diagnosis, as well as optimize the performance of teachers and students in order to achieve a convicting teaching of Geography that attends to individual differences rather than the medium collective's characteristics.