Tendencias emergentes en la producción académica de educación histórica

Abstract

espanolEn los ultimos anos se ha incrementado la investigacion sobre educacion historica. Los estudios de revision convienen en que pensamiento historico y conciencia historica son dos ejes fundamentales de las investigaciones en las ultimas decadas. Tambien se ha profundizado en conceptos metodologicos clave, lineas de investigacion actuales, la practica docente y los usos y fines de la ensenanza de la historia. El objetivo de este articulo es analizar la produccion academica sobre educacion historica 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 busquedas sistematicas 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 analisis bibliografico a traves de un mapeo cientifico. Se han utilizado tres tecnicas bibliometricas: visualizacion de similitudes (VOS), mapeo tematico y analisis visual. El analisis ha permitido identificar las principales tematicas que articulan la educacion historica como un campo especifico de conocimiento. Se ha constatado que la produccion se concentra en numero reducido investigadores y paises, aunque con un incremento notable. Se han multiplicado por diez las publicaciones sobre educacion historica presentes en la WoS. Este incremento se ha debido fundamentalmente a la incorporacion de las revistas ESCI (emergentes) a partir de 2015. Se ha comprobado la influencia de la inclusion de esta nueva base de datos en la visibilizacion de paises y grupos de investigacion emergentes. La incorporacion de revistas en la ESCI ha permitido una mayor diversidad de la produccion academica en la WoS. Esto ha confirmado una mayor presencia de investigaciones sobre educacion historica en paises como Espana, Brasil o Rusia. No obstante, las diferencias tematicas entre ESCI y las principales del Core Collection son escasas. Se senalan ademas algunas debilidades, entre ellas la atomizacion y escasez de colaboraciones entre investigadores de diferentes nacionalidades e incluso entre los de la misma nacionalidad. Se identifican ademas los principales nodos que articulan las redes de investigacion emergentes. EnglishHistorical 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.