Tendencias emergentes en la producción académica de educación histórica

• Jairo Rodríguez-Medina ^[1] ; Cosme J. Gómez-Carrasco ^[2] ; Ramón López-Facal ^[3] ; Pedro Miralles-Martínez ^[2]
  1. [1] Universidad de Valladolid

     Universidad de Valladolid

     Valladolid, España

     
  2. [2] Universidad de Murcia

     Universidad de Murcia

     Murcia, España

     
  3. [3] Universidade de Santiago de Compostela

     Universidade de Santiago de Compostela

     Santiago de Compostela, España

     

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• Localización: Revista de educación, ISSN 0034-8082, Nº 389, 2020, págs. 211-242
• Idioma: español
• DOI: 10.4438/1988-592X-RE-2020-389-460
• Títulos paralelos:
  • Emerging trends on the academic production of history education
• Enlaces
  • Texto completo
• Dialnet Métricas: 7 Citas
• Resumen
  • español

    En los últimos años se ha incrementado la investigación sobre educación histórica. Los estudios de revisión convienen en que pensamiento histórico y conciencia histórica son dos ejes fundamentales de las investigaciones en las últimas décadas. También se ha profundizado en conceptos metodológicos clave, líneas de investigación actuales, la práctica docente y los usos y fines de la enseñanza de la historia. El objetivo de este artículo es analizar la producción académica sobre educación histórica en revistas incluidas en las bases de datos del Core Collection de la Web of Science en el periodo 2007- 2017 y comprobar el impacto de la nueva base de datos ESCI (Emerging Sources Citation Index). Se realizaron búsquedas sistemáticas en las bases de datos del Web of Science: Science Citation Index Expanded, Social Sciences Citation Index, Arts & Humanities Citation Index y Emerging Sources Citation Index. Se ha realizado un análisis bibliográfico a través de un mapeo científico. Se han utilizado tres técnicas bibliométricas: visualización de similitudes (VOS), mapeo temático y análisis visual. El análisis ha permitido identificar las principales temáticas que articulan la educación histórica como un campo específico de conocimiento. Se ha constatado que la producción se concentra en número reducido investigadores y países, aunque con un incremento notable. Se han multiplicado por diez las publicaciones sobre educación histórica presentes en la WoS. Este incremento se ha debido fundamentalmente a la incorporación de las revistas ESCI (emergentes) a partir de 2015. Se ha comprobado la influencia de la inclusión de esta nueva base de datos en la visibilización de países y grupos de investigación emergentes. La incorporación de revistas en la ESCI ha permitido una mayor diversidad de la producción académica en la WoS. Esto ha confirmado una mayor presencia de investigaciones sobre educación histórica en países como España, Brasil o Rusia. No obstante, las diferencias temáticas entre ESCI y las principales del Core Collection son escasas. Se señalan además algunas debilidades, entre ellas la atomización y escasez de colaboraciones entre investigadores de diferentes nacionalidades e incluso entre los de la misma nacionalidad. Se identifican además los principales nodos que articulan las redes de investigación emergentes.

  • English

    Historical education research has increased in recent years. Revision studies agree that historical thinking and historical awareness are two fundamental axes of research in recent decades. It has also delved into key methodological concepts, current lines of research, teaching practice and the uses and purposes of teaching history. The aim of this article is to analyse the academic production on historical education in journals included in the databases of the Core Collection of the Web of Science in the period 2007-2017 and to check the impact of the new database ESCI (Emerging Sources Citation Index). Web of Science databases were systematically searched: Science Citation Index Expanded, Social Sciences Citation Index, Arts & Humanities Citation Index and Emerging Sources Citation Index. A bibliographic analysis has been carried out through a science mapping. Three bibliometric techniques have been employed: visualization of similarities; thematic mapping and evolution; and visual analytics. Our analysis has made it possible to identify the main topics which articulate history education as a specific field of knowledge. It has been noted that scientific production is concentrated in a small number of researchers and countries. There has been a tenfold increase in the publications on historical education in WoS. This increase is mainly due to the incorporation of ESCI (emerging) journals from 2015. The influence of the inclusion of this new database in the visibility of emerging countries and research groups has been proven. The incorporation of journals into ESCI has allowed for a greater diversity of academic production in WoS. This has confirmed a greater presence of research on historical education in countries such as Spain, Brazil or Russia. However, the thematic differences between this database and the main ones in the Core Collection are small. Certain weaknesses are pointed out, among them the atomization and scarcity of collaboration among researchers of different nationalities and even among those from the same country.

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