ABSTRACT
The concept of historical thinking is a key issue in research on history education. This chapter addresses its theoretical origins, the main points of academic reference, and how its proposals have been developed in different countries and research groups. Following this bibliographic review, a bibliometric analysis is provided of studies on history education which have employed historical thinking as one of the keywords. This analysis demonstrates the exponential growth of studies published in the last decade, particularly in connection with the emergence of the ESCI database on the Web of Science, which lent visibility to academic studies from different parts of the world. Furthermore, the data show that research into historical thinking has evolved towards the study of specific teaching and learning problems, making the main points of reference more visible.
