Integrative Learning in History Education: A Systematic Literature Review
Keywords:
History Education, Integrative Learning, Interdisciplinary Understanding
Abstract
In general, history is a construction of the past that should use models, methods, and concepts of other social sciences to explain the changes or events throughout human life and civilization. Thus, the assumption that history should be explained from a broader perspective of social sciences and the deep analysis of social theory has transformed the need for an interdisciplinary approach in history education. In the quest for an advanced learning approach to history education, this article proposes integrative learning as an approach that could meet the need for the integration of various perspectives and theories from social science disciplines in learning history. Constructively explained through a systematic literature review of related studies oriented towards history, interdisciplinary, multidisciplinary, and integrative learning, this article works on the possibility of integration encompassing four steps, namely establishing a purpose, understanding and leveraging disciplinary insights, leveraging integration, and critical stance. Despite the lack of empirical research, integrative learning is a promising concept that could improve the method of fostering high-order thinking skills in history education.
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Fink, C., Dosse, F., & Conroy, P. V. (1996). New History in France: The Triumph of the Annales. The American Historical Review. https://doi.org/10.2307/2169725
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Leonard, J. B. (2012). Integrative Learning: a grounded theory. Dean Student Academic Affairs, Advising, and Retention George Mason University. https://doi.org/10.1002/j.2168-9830.2007.tb00936.x
Lonning, R. a., DeFranco, T. C., & Weinland, T. P. (1998). Development of Theme-Based, Interdisciplinary, Integrated Curriculum: A Theoretical Model. School Science and Mathematics. https://doi.org/10.1111/j.1949-8594.1998.tb17426.x
MacLeod, M. (2018). What Makes Interdisciplinarity Difficult? Some Consequences of Domain Specificity in Interdisciplinary Practice. Synthese, 195(2), 697–720. https://doi.org/10.1007/s11229-016-1236-4
MacLeod, M., & van der Veen, J. T. (2020). Scaffolding Interdisciplinary Project-Based Learning: a Case Study. European Journal of Engineering Education, 45(3), 363–377. https://doi.org/10.1080/03043797.2019.1646210
Magolda, M. B. (2014). Research Article. New Directions for Higher Education, 2014(166), 25–33. https://doi.org/10.1002/he.20092
Mansilla, V. B. (2005). Assessing Student Work at Disciplinary Crossroads. Change: The Magazine of Higher Learning. https://doi.org/10.3200/CHNG.37.1.14-21
Mansilla, V. B. (2008). Integrative Learning: PeerReview. https://doi.org/10.1002/j.2168-9830.2007.tb00936.x
Mansilla, V. B. (2010). Learning to synthesize: A cognitive-epistemological foundation for interdisciplinary learning. In The handbook of interdisciplinarity.
Mansilla, V. B. (2016). Interdisciplinary Learning: A cognitive-Epistemological Foundation. In Oxford Handbook of Interdisciplinarity. https://doi.org/10.1093/oxfordhb/9780198733522.013.22
Mansilla, V. B., & Duraisingh, E. D. (2007). Targeted Assessment of Students’ Interdisciplinary Work: An Empirically Grounded Framework Proposed. The Journal of Higher Education. https://doi.org/10.1353/jhe.2007.0008
Mansilla, V. B., Duraisingh, E. D., Wolfe, C, R., & Haynes, C. (2009). Targeted Assessment Rubric: An Empirically Grounded Rubric for Interdisciplinary Writing. The Journal of Higher Education. https://doi.org/10.1353/jhe.0.0044
Marshall, G., & Skocpol, T. (1986). Vision and Method in Historical Sociology. The British Journal of Sociology. https://doi.org/10.2307/590363
Massey, D. D. (2015). Reading History: Moving from Memorizing Facts to Critical Thinking. https://doi.org/10.1007/978-3-319-14735-2_2
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., Estarli, M., Barrera, E. S. A., Martínez-Rodríguez, R., Baladia, E., Agüero, S. D., Camacho, S., Buhring, K., Herrero-López, A., Gil-González, D. M., Altman, D. G., Booth, A., … Whitlock, E. (2016). Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) 2015 statement. Revista Espanola de Nutricion Humana y Dietetica. https://doi.org/10.1186/2046-4053-4-1
Newell, W. H. (1990). Interdisciplinary Curriculum Development. Issues in Integrative Studies.
Pati, D., & Lorusso, L. N. (2018). How to Write a Systematic Review of the Literature. Health Environments Research and Design Journal. https://doi.org/10.1177/1937586717747384
Perkings, D. (1998). What is Understanding? In Teaching for understanding: linking research with practice.
Retz, T. (2016). At the Interface: Academic History, School History and The Philosophy of History. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2015.1114151
Saye, J. W., & Brush, T. (2002). Scaffolding Critical Reasoning about History and Social Issues in Multimedia-Supported Learning Environments. Educational Technology Research and Development. https://doi.org/10.1007/BF02505026
Saye, J. W., & Brush, T. (2007). Using Technology-Enhanced Learning Environments to Support Problem-based Historical Inquiry in Secondary School Classrooms. Theory and Research in Social Education. https://doi.org/10.1080/00933104.2007.10473333
Shemilt, D. (2018). Assessment of Learning in History Education: Past, Present, and Possible Futures. In The Wiley International Handbook of History Teaching and Learning. https://doi.org/10.1002/9781119100812.ch17
Snyder, H. (2019). Literature Review as a Research Methodology: An Overview and Guidelines. Journal of Business Research. https://doi.org/10.1016/j.jbusres.2019.07.039
Subakti. (2010). Paradigma Pembelajaran Sejarah Berbasis Konstruktivisme. Journal Seri Pengetahuan Dan Pengajaran Sejarah.
Sutimin, L. A., Sariyatun, S., & Abidin, N. F. (2018). The Development of Deconstructive Learning History Model to Promote the Higher Order Thinking Skill of University Students. New Educational Review.
Swanson, H. A., Svenning, J. C., Saxena, A., Muscarella, R., Franklin, J., Garbelotto, M., Mathews, A. S., Saito, O., Schnitzler, A. E., Serra-Diaz, J. M., & Tsing, A. L. (2021). History as Grounds for Interdisciplinarity: Promoting Sustainable Woodlands via an Integrative Ecological and Socio-Cultural Perspective. In One Earth (Vol. 4, Issue 2, pp. 226–237). Cell Press. https://doi.org/10.1016/j.oneear.2021.01.006
Thorp, R., & Persson, A. (2020). On Historical Thinking and The History Educational Challenge. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2020.1712550
Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a Methodology for Developing Evidence-Informed Management Knowledge by Means of Systematic Review. In British Journal of Management. https://doi.org/10.1111/1467-8551.00375
van Hover, S., Hicks, D., & Irwin, W. (2007). Beginning Teachers Thinking Historically?: negotiating the Context of Virginia’s High-Stakes Tests. The International Journal of Social Education.
Wineburg, S. (1999). Historical Thinking and Other Unnatural Acts. In Phi Delta Kappan.
Wong, G., Greenhalgh, T., Westhorp, G., Buckingham, J., & Pawson, R. (2013). Meta-Narrative Reviews. Journal of Advanced Nursing. https://doi.org/10.1111/jan.12092
Bain, R. B. (2006). Rounding Up Unusual Suspects: Facing the Authority Hidden In the History Classroom. Teachers College Record. https://doi.org/10.1111/j.1467-9620.2006.00775.x
Barber, J. P. (2012). Integration of Learning: A Grounded Theory Analysis of College Students’ Learning. American Educational Research Journal. https://doi.org/10.3102/0002831212437854
Barber, J. P., King, P. M., & Baxter Magolda, M. B. (2013). Long Strides on the Journey toward Self-Authorship: Substantial Developmental Shifts in College Students’ Meaning Making. The Journal of Higher Education, 84(6), 866–896. https://doi.org/10.1080/00221546.2013.11777313
Bloom, B. S., & Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. In Handbook I: Cognitive Domain.
Braudel, F. (2009). History and The Social Sciences: The Longue Durée. In Review. https://doi.org/10.15388/lis.2020.45.10
Brush, T., & Saye, J. (2014). An Instructional Model to Support Problem-Based Historical Inquiry: The Persistent Issues in History Network. Interdisciplinary Journal of Problem-Based Learning. https://doi.org/10.7771/1541-5015.1409
Bryan, K. S., & Klein, J. T. (1998). Crossing Boundaries: Knowledge, Disciplinarities, and Interdisciplinarities. History of Education Quarterly. https://doi.org/10.2307/370004
Burke, P. (1990a). The French historical revolution. The Annales School, 1929-89. The French Historical Revolution. The Annales School, 1929-89. https://doi.org/10.2307/2164842
Burke, P. (1990b). The French historical revolution. The Annales School, 1929-89. The French Historical Revolution. The Annales School, 1929-89. https://doi.org/10.2307/2164842
Burke, P. (1993). History and Social Theory. In Cornell paperbacks. https://doi.org/10.2307/2076450
Church, W. F. (1976). Emmanuel Le Roy Ladurie. The Peasants of Languedoc. Tr. with an Introduction by John Day. Urbana: University of Illinois Press, 1974. 370 pp. $16. Renaissance Quarterly, 29(2), 238–242. https://doi.org/10.2307/2860480
Denyer, D., & Tranfield, D. (2009). Producing a Systematic Review. In The SAGE Handbook of Organizational Research Methods.
Duraisingh, L. D., & Mansilla, V. B. (2007). Interdisciplinary forays within the history classroom: how the visual arts can enhance (or hinder) historical understanding. Teaching History.
Fink, C., Dosse, F., & Conroy, P. V. (1996). New History in France: The Triumph of the Annales. The American Historical Review. https://doi.org/10.2307/2169725
Gardner, H., & Boix-Mansilla, V. (1994). Teaching for Understanding: Within and across the Disciplines. Educational Leadership. https://doi.org/Article
Harsgor, M. (1978). Total History: The Annales School. Journal of Contemporary History. https://doi.org/10.1177/002200947801300101
Haynes, C., & Association for Integrative Studies. (2002). Innovations in interdisciplinary teaching. In American Council on Education/Oryx Press series on higher education.
Huber, M. T., Hutchings, P., & Huber, Mary-Taylor; Hutchings, P. (2004). Integrative Learning: mapping the terrain. Association of American Colleges and Universities and the Carnegie Foundation for the Advancement of Teaching. https://doi.org/10.3928/00220124-20100624-04
Hunt, L. (1986). French History in the Last Twenty Years: The Rise and Fall of the Annales Paradigm. Journal of Contemporary History. https://doi.org/10.1177/002200948602100205
Hunter, P. (2018). Problematised History Pedagogy as Action Research in Preservice Secondary Teacher Education. Educational Action Research. https://doi.org/10.1080/09650792.2018.1485590
Ivanitskaya, L., Clark, D., Montgomery, G., & Primeau, R. (2002). Interdisciplinary Learning: Process and Outcomes. In Innovative Higher Education. https://doi.org/10.1023/A:1021105309984
Johnson, C. S. (ed). (2005). Integrative Learning. Peer Review. https://doi.org/10.3928/00220124-20100624-04
Klein, J. T. (2005). Integrative Learning and Interdisciplinary Studies. Peer Review. https://doi.org/http://dx.doi.org/10.1108/17506200710779521
Klein, J. T. (2010). A Taxonomy of Interdisciplinarity. In The Oxford Handbook of Interdisciplinarity. https://doi.org/10.1093/acprof:oso/9780199266302.003.0005
Klein, J. T. (2018). Learning in transdisciplinary collaborations: A conceptual vocabulary. In Transdisciplinary Theory, Practice and Education: The Art of Collaborative Research and Collective Learning. https://doi.org/10.1007/978-3-319-93743-4_2
Leonard, J. B. (2007). Integrative Learning As a Developmental.
Leonard, J. B. (2012). Integrative Learning: a grounded theory. Dean Student Academic Affairs, Advising, and Retention George Mason University. https://doi.org/10.1002/j.2168-9830.2007.tb00936.x
Lonning, R. a., DeFranco, T. C., & Weinland, T. P. (1998). Development of Theme-Based, Interdisciplinary, Integrated Curriculum: A Theoretical Model. School Science and Mathematics. https://doi.org/10.1111/j.1949-8594.1998.tb17426.x
MacLeod, M. (2018). What Makes Interdisciplinarity Difficult? Some Consequences of Domain Specificity in Interdisciplinary Practice. Synthese, 195(2), 697–720. https://doi.org/10.1007/s11229-016-1236-4
MacLeod, M., & van der Veen, J. T. (2020). Scaffolding Interdisciplinary Project-Based Learning: a Case Study. European Journal of Engineering Education, 45(3), 363–377. https://doi.org/10.1080/03043797.2019.1646210
Magolda, M. B. (2014). Research Article. New Directions for Higher Education, 2014(166), 25–33. https://doi.org/10.1002/he.20092
Mansilla, V. B. (2005). Assessing Student Work at Disciplinary Crossroads. Change: The Magazine of Higher Learning. https://doi.org/10.3200/CHNG.37.1.14-21
Mansilla, V. B. (2008). Integrative Learning: PeerReview. https://doi.org/10.1002/j.2168-9830.2007.tb00936.x
Mansilla, V. B. (2010). Learning to synthesize: A cognitive-epistemological foundation for interdisciplinary learning. In The handbook of interdisciplinarity.
Mansilla, V. B. (2016). Interdisciplinary Learning: A cognitive-Epistemological Foundation. In Oxford Handbook of Interdisciplinarity. https://doi.org/10.1093/oxfordhb/9780198733522.013.22
Mansilla, V. B., & Duraisingh, E. D. (2007). Targeted Assessment of Students’ Interdisciplinary Work: An Empirically Grounded Framework Proposed. The Journal of Higher Education. https://doi.org/10.1353/jhe.2007.0008
Mansilla, V. B., Duraisingh, E. D., Wolfe, C, R., & Haynes, C. (2009). Targeted Assessment Rubric: An Empirically Grounded Rubric for Interdisciplinary Writing. The Journal of Higher Education. https://doi.org/10.1353/jhe.0.0044
Marshall, G., & Skocpol, T. (1986). Vision and Method in Historical Sociology. The British Journal of Sociology. https://doi.org/10.2307/590363
Massey, D. D. (2015). Reading History: Moving from Memorizing Facts to Critical Thinking. https://doi.org/10.1007/978-3-319-14735-2_2
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., Estarli, M., Barrera, E. S. A., Martínez-Rodríguez, R., Baladia, E., Agüero, S. D., Camacho, S., Buhring, K., Herrero-López, A., Gil-González, D. M., Altman, D. G., Booth, A., … Whitlock, E. (2016). Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) 2015 statement. Revista Espanola de Nutricion Humana y Dietetica. https://doi.org/10.1186/2046-4053-4-1
Newell, W. H. (1990). Interdisciplinary Curriculum Development. Issues in Integrative Studies.
Pati, D., & Lorusso, L. N. (2018). How to Write a Systematic Review of the Literature. Health Environments Research and Design Journal. https://doi.org/10.1177/1937586717747384
Perkings, D. (1998). What is Understanding? In Teaching for understanding: linking research with practice.
Retz, T. (2016). At the Interface: Academic History, School History and The Philosophy of History. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2015.1114151
Saye, J. W., & Brush, T. (2002). Scaffolding Critical Reasoning about History and Social Issues in Multimedia-Supported Learning Environments. Educational Technology Research and Development. https://doi.org/10.1007/BF02505026
Saye, J. W., & Brush, T. (2007). Using Technology-Enhanced Learning Environments to Support Problem-based Historical Inquiry in Secondary School Classrooms. Theory and Research in Social Education. https://doi.org/10.1080/00933104.2007.10473333
Shemilt, D. (2018). Assessment of Learning in History Education: Past, Present, and Possible Futures. In The Wiley International Handbook of History Teaching and Learning. https://doi.org/10.1002/9781119100812.ch17
Snyder, H. (2019). Literature Review as a Research Methodology: An Overview and Guidelines. Journal of Business Research. https://doi.org/10.1016/j.jbusres.2019.07.039
Subakti. (2010). Paradigma Pembelajaran Sejarah Berbasis Konstruktivisme. Journal Seri Pengetahuan Dan Pengajaran Sejarah.
Sutimin, L. A., Sariyatun, S., & Abidin, N. F. (2018). The Development of Deconstructive Learning History Model to Promote the Higher Order Thinking Skill of University Students. New Educational Review.
Swanson, H. A., Svenning, J. C., Saxena, A., Muscarella, R., Franklin, J., Garbelotto, M., Mathews, A. S., Saito, O., Schnitzler, A. E., Serra-Diaz, J. M., & Tsing, A. L. (2021). History as Grounds for Interdisciplinarity: Promoting Sustainable Woodlands via an Integrative Ecological and Socio-Cultural Perspective. In One Earth (Vol. 4, Issue 2, pp. 226–237). Cell Press. https://doi.org/10.1016/j.oneear.2021.01.006
Thorp, R., & Persson, A. (2020). On Historical Thinking and The History Educational Challenge. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2020.1712550
Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a Methodology for Developing Evidence-Informed Management Knowledge by Means of Systematic Review. In British Journal of Management. https://doi.org/10.1111/1467-8551.00375
van Hover, S., Hicks, D., & Irwin, W. (2007). Beginning Teachers Thinking Historically?: negotiating the Context of Virginia’s High-Stakes Tests. The International Journal of Social Education.
Wineburg, S. (1999). Historical Thinking and Other Unnatural Acts. In Phi Delta Kappan.
Wong, G., Greenhalgh, T., Westhorp, G., Buckingham, J., & Pawson, R. (2013). Meta-Narrative Reviews. Journal of Advanced Nursing. https://doi.org/10.1111/jan.12092
Published
2022-12-15
How to Cite
Akmal, A. (2022). Integrative Learning in History Education: A Systematic Literature Review. Dinamika Ilmu, 22(2), 375-392. https://doi.org/10.21093/di.v22i2.4792
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