Publication:
A review of literature on history education: An analysis of the conceptual, intellectual and social structure of a knowledge domain

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Date
2022-04-25
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Authors
Gómez-Carrasco, Cosme Jesús ; Rodríguez-Medina, Jairo ; López-Facal, Ramón ; Monteagudo-Fernández, José
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Publisher
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Didáctica de las Ciencias Matemáticas y Sociales
DOI
https://doi.org/10.1111/ejed.12508
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info:eu-repo/semantics/article
Description
© 2022 Authors This document is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0 This document is the published version of a published work that appeared in final form in European Journal of Education: Research, Development and Policy. To access the final edited and published work see: https://doi.org/10.1111/ejed.12508
Abstract
In recent decades, Historical Thinking and Historical Consciousness have been two fundamental axes of research in history education. The first approach combines the use of historical sources and the work of the historian. The second includes the social function of history, identity, memory and civic and moral education. These two approaches attempt to provide students with the necessary intellectual tools for analysing the past and relating it to an understanding of problems in the present time. This article reviews the development and shaping of the knowledge domain of history education between 2000 and 2019 in the WoS (Web of Science). To this end, several techniques and tools were used, including R-package Bibliometrix and VOSviewer. Our analysis identifies five clusters of topics underpinning history education as a specific field of knowledge. This review highlights the fact that research topics associated with Historical Thinking and Historical Consciousness have gradually acquired a more central role to the detriment of History Textbooks or topics generally related to History. Finally, we describe how the termHistory Educationfunctions as a marker for this knowledge domain.
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History education , Lliterature review , Web of Science
Citation
European Journal of Education, 00, 1–15.
URI
http://hdl.handle.net/10201/148289
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