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Academicians are concerned with leveraging the curriculum to improve student learning and desire that students display long-term knowledge retention concomitant with applying critical thinking skills to solve problems. In addition, education researchers are continuously exploring which pedagogical approaches are most effective in positively impacting student learning and their attitudes towards learning (Allen et al., 2016; Armbruster et al., 2009; Arthurs & Kreager, 2017; Reimer et al., 2016; van Kesteren et al., 2016). In science, technology, engineering, and mathematics (STEM), it is an ongoing endeavor to find the best approaches to deliver learning materials to students and the most effective methods to ensure that students will learn and retain the information. One approach is embedding integrative learning (IL). Recent evidence supports the idea that enhanced learning occurs when concepts are taught in an integrative manner. Specifically, it is suggested that the circuitry of human memory may be designed to promote the integration of knowledge to foster thorough understanding and better retention over time (van Kesteren et al., 2016). This is of significant importance especially for African Americans who are recognized as being underrepresented in STEM (National Science Foundation, 2015) and do not persist in STEM majors as well as whites (Sasso, 2008). Hence, the purpose of this study was to determine if integrative learning would have a positive impact on African American students’ understanding of the content presented in general biology.
The Association of American Colleges & Universities (AAC&U) describes integrative learning as “an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus” (Rhodes, 2010). A key finding of the value and importance of integrative learning is that it produces more critical and holistic thinkers as well as better problem-solvers (Labov et al., 2010). It is very ineffective for learners to focus solely on one field of study and not understand the connection to other areas. Integrative learning allows learners to understand the relationship between key concepts in two or more subjects that would sometimes be perceived as unrelated. It also helps individuals connect real-life experiences to a particular subject while envisioning topics in a cohesive manner instead of independently (Berry & Black, 1987; Sweeney et al., 2015; Walshe et al., 2013).
In a meta-analysis on integrative approaches in STEM education, Becker and Park (2011) conducted research that related to the impact of integrative efforts within STEM, how these efforts vary by grade levels, and how integrative approaches influence student achievement in STEM. These approaches were demonstrated to be most advantageous when multiple STEM disciplines were included. Students who were exposed to various forms of integration that incorporated engineering, mathematics, science and technology were more successful in STEM-related courses and demonstrated a higher level of motivation to study and pursue STEM careers (Becker & Park 2011).