RT info:eu-repo/semantics/article
T1 A review of literature on history education: An analysis of the conceptual, intellectual and social structure of a knowledge domain (2000–2019)
A1 Gómez‐Carrasco, Cosme J.
A1 Rodríguez Medina, Jairo
A1 López-Facal, Ramón
A1 Monteagudo-Fernández, José
K1 Educación
K1 Educación histórica
K1 Biblliometría
K1 History education
K1 Bibliometric analysis
K1 Knowledge domain
K1 5802 Organización y Planificación de la Educación
K1 5802.04 Niveles y Temas de Educación
AB In recent decades, Historical Thinking and Historical Consciousness have been two fundamental axes of re- search 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, iden- tity, memory and civic and moral education. These two ap- proaches 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 top- ics 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 gener- ally related to History. Finally, we describe how the term History Educationfunctions as a marker for this knowledge domain.
PB Wiley
SN 0141-8211
YR 2022
FD 2022
LK https://uvadoc.uva.es/handle/10324/66063
UL https://uvadoc.uva.es/handle/10324/66063
LA spa
NO Gómez‐Carrasco, C. J., Rodríguez‐Medina, J., López‐Facal, R., & Monteagudo‐Fernández, J. (2022). A review of literature on history education: An analysis of the conceptual, intellectual and social structure of a knowledge domain (2000–2019). European Journal of Education, 57(3), 497–511. https://doi.org/10.1111/ejed.12508
DS UVaDOC
RD 22-dic-2024