The Phenomenology of Constructive Historical Thinking in Higher Education


  • Aldrin A. Alcantara University of Nueva Caceres, Naga City, Philippines


Historical Thinking, Constructivism, Meaningful experiences.


This study looked into the experiences of higher education students in a constructivist environment during the skill of historical thinking. The study delved on how effective a constructive pedagogy is in facilitating historical subjects and driving higher education students to skillfully read and write about history. It also looked into the effectiveness of the program and the accompanying activities and provided meaningful insights on how to improve history curricula for college students. This study is anchored on Jean Piaget’s Philosophical Theory of Constructivism and the Basic Epistemology of Historical Knowledge of Christophe Bouton. The study included selected students from the College of Education taking History subjects as their field of specialization. The benefits of the constructivist approach as pedagogy towards the development of historical thinking are: capitalization on prior historical knowledge, intrinsic historical motivation, independent learning, collaborative learning, and progressive historical thinking learning experience, while the drawbacks of the constructivist approach are: differentiated assessment on historical thinking sub skills (sourcing, critical reading, corroboration and contextualization), unlevelled learner’s prior historical knowledge, and freeloading among members of a group. Constructivism has its benefits and drawbacks at different stages of the learning experience. As for the benefits gathered in this study, future researchers and implementers of such pedagogy should capitalize on said benefits and continually study in the rudiments of the Philosophy and the context of the learners who are the recipient of the pedagogy. Constant practice in the practical teaching strategies that harbor Constructivism to enrich its benefits and turn the drawbacks into opportunities is important since this is a different strategy from the more acquainted lecture method. By doing so, we not only turn the drawbacks to benefits, but also in the long run encourage the learners to be intrinsically motivated with the subject brought by their meaningful experiences, both individually and collectively.




How to Cite

Aldrin A. Alcantara. (2022). The Phenomenology of Constructive Historical Thinking in Higher Education. International Journal of Recent Innovations in Academic Research, 6(5), 5–11. Retrieved from

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