The thesis deals with the issue of the position of geography in
STEM education in primary schools. The aim of the thesis is to
analyse the integration of STEM elements into geography
teaching and to understand teachers' perceptions of this issue.
The thesis is based on the premise that geography offers a
con-textual framework for understanding the inter-relationships
between the STEM disciplines. These theoretical underpinnings
are compared with the statements of geography teachers. The
results form an analysis of the current situation of STEM
teaching in primary school geography classes.