Historical Sources Regarding History Education
A review of literature on history education: An analysis of the conceptual, intellectual and social structure of a knowledge domain (2000–2019)
Cosme J. Gómez-Carrasco, Jairo Rodríguez-Medina, Ramón López-Facal, José Monteagudo-Fernández • European Journal of Education, Research, Development and Policy • 2022
Levels and forms of education
Tertiary Education
Other Levels and Forms of Education
Resource type
Conceptual or themathic publications
Historic approaches concerned
Intellectual History
Social History
Other Approaches
Historic period
No data
Countries or areas concerned
No data
Languages
English
Description
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 term History Educationfunctions as a marker for this knowledge domain.
Keywords
Historical Thinking
Historical Consciousness
source analysis
primary sources
knowledge domain
Textbooks
Academia
Literature
Research