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The investigations that have been pointed out in the previous paragraph, contain three themes, firstly, the relevance of the teaching of History, the development of cognitive structures to teach how to think about History, and conceptual learning in concepts of the past. Despite the scarcity in our country of studies on the construction of historical thought from the perspective of conceptual learning, we must highlight the tradition that this line of research has had in the United Kingdom, Spain and Latin America since the seventies, eighties and nineties of the last century. Currently it has been extended to the United States, given the importance attributed to the conceptual change in schoolchildren, from the consideration of thinking about History in the social environment in which it lives. Tradition and continuity that expresses the validity of the theme that is studied both nationally and internationally.