An Interdisciplinary Teaching Application: The Topic of Proteins

Abstract

The aim of present research was to examine the effects of interdisciplinary teaching approach on teaching the topic of proteins. In the research, unequal control group model- one of the quasi-experimental research designs was used. The experimental group included 16 students (8 female and 8 male) whereas the control group included 14 students (6 female and 8 male) in this research- which was conducted with the participation of the 12th grade students. A lesson plan in which the topic of proteins was taught in interdisciplinary approach was prepared as the tool of application. A concept map prepared by the researcher and a 5-point Likert type of question were used in collected the data. The data collection tool was given to both the experimental group and the control group as a pre-test and post-test. Wilcoxon Signed Rank Test, a non-parametric method- was used in comparing the participants’ scores in the pre-test and post-test of concept map and Likert type question. As a result, it was found that the application of interdisciplinary teaching conducted in the experimental group had caused differences in students’ associating the concepts in biology and chemistry available in the topic of proteins and in their perceptions of their skills in this respect. Keywords: biology teaching, concept map, interdisciplinary teaching, quasi-experimental research, proteins.

The Effectiveness of an Interdisciplinary Approach in Biology Teaching in Primary School: A Comparison With Monodisciplinary Approach

“…A number of studies (Acarli, 2020;Frykholm & Glasson, 2005;Owen, 2015) emphasize that the curricula structured around separate and isolated subjects are disadvantageous, as they prevent students from combining various areas of knowledge and analyze a large spectrum of phenomena in the dynamic world of 21 st century, and therefore advocate the use of interdisciplinary teaching and learning. Johnson and Dasgupta (2005) also support the idea that a comprehensive view of the world can be achieved through various perspectives, and in the context of teaching this implies combining biology, geography, physics, chemistry, and mathematics.…”

“…The integration of disciplines and positive students' attitudes towards interdisciplinary learning in this case resulted in the creation of functional knowledge. Acarli (2020) provided empirical evidence that the integration of biology and chemistry in teaching the topic of proteins in primary school contributed to the development of critical and creative thinking skills. As reported, the E group was more successful in dealing with concept maps through which they associated their knowledge related to the disciplines of biology and chemistry than the C group.…”

Effectiveness of Interdisciplinary Teaching Approach on Cognitive Structure About Proteins

“…Guven and Sulun (2018), as a result of their research, determined that interdisciplinary teaching practices developed and enriched students' cognitive structures regarding the concept of energy. Acarlı (2020) investigated the effect of an interdisciplinary teaching approach on high school students learning about protein. The experimental group students, who were taught with an interdisciplinary approach, completed the spaces (concepts and relations) in the given concept maps more accurately.…”

Dijital Hikaye Anlatımının Disiplinlerarası Öğretim Bağlamında Kullanım Durumları

“…Bu hazırbulunuşluğa sahip öğretmenlerin, disiplinler arasında doğru ilişkileri kurmaları ve bu ilişkilerin güçlü ve kolay anlaşır bir yapıda tasarlanması gerekmektedir (Chrysostomou, 2004). Çünkü önemli olan nokta öğrencilerin bu disiplinler arasındaki bağlantıyı görüp ilişkiler ağını bilişsel olarak inşa etmeleridir (Acarli, 2020). Öğrencilerin disiplinlerarası öğrenme deneyimlerini arttırmak, 21. yüzyıl becerilerini geliştirmek ve aynı zamanda farklı disiplin öğretmenleri arasında işbirliğini geliştirmek üzere son yıllarda STEM uygulamaları yoğun bir şekilde kullanılmaktadır (Al Salami vd., 2017;Den Braber vd., 2019;Docherty ve Gaubinger, 2019;Ferrando Palomares vd., 2018).…”