A review of literature on history education: An analysis of the conceptual, intellectual and social structure of a knowledge domain (2000–2019).
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| Title: | A review of literature on history education: An analysis of the conceptual, intellectual and social structure of a knowledge domain (2000–2019). |
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| Authors: | Gómez‐Carrasco, Cosme J.1, Rodríguez‐Medina, Jairo2, López‐Facal, Ramón3, Monteagudo‐Fernández, José4 jose.monteagudo@um.es |
| Source: | European Journal of Education. Sep2022, Vol. 57 Issue 3, p497-511. 15p. |
| Subject Terms: | *History education, *Moral education, *History textbooks, *Historical source material, *Secondary education, *Teenagers, Social structure |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of European Journal of Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 158341693 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A review of literature on history education: An analysis of the conceptual, intellectual and social structure of a knowledge domain (2000–2019). – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gómez‐Carrasco%2C+Cosme+J%2E%22">Gómez‐Carrasco, Cosme J.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Rodríguez‐Medina%2C+Jairo%22">Rodríguez‐Medina, Jairo</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22López‐Facal%2C+Ramón%22">López‐Facal, Ramón</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Monteagudo‐Fernández%2C+José%22">Monteagudo‐Fernández, José</searchLink><relatesTo>4</relatesTo><i> jose.monteagudo@um.es</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Education%22">European Journal of Education</searchLink>. Sep2022, Vol. 57 Issue 3, p497-511. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22History+education%22">History education</searchLink><br />*<searchLink fieldCode="DE" term="%22Moral+education%22">Moral education</searchLink><br />*<searchLink fieldCode="DE" term="%22History+textbooks%22">History textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Historical+source+material%22">Historical source material</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+structure%22">Social structure</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of European Journal of Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/ejed.12508 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 497 Subjects: – SubjectFull: History education Type: general – SubjectFull: Moral education Type: general – SubjectFull: History textbooks Type: general – SubjectFull: Historical source material Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Teenagers Type: general – SubjectFull: Social structure Type: general Titles: – TitleFull: A review of literature on history education: An analysis of the conceptual, intellectual and social structure of a knowledge domain (2000–2019). Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gómez‐Carrasco, Cosme J. – PersonEntity: Name: NameFull: Rodríguez‐Medina, Jairo – PersonEntity: Name: NameFull: López‐Facal, Ramón – PersonEntity: Name: NameFull: Monteagudo‐Fernández, José IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 01418211 Numbering: – Type: volume Value: 57 – Type: issue Value: 3 Titles: – TitleFull: European Journal of Education Type: main |
| ResultId | 1 |
