The object of this study is to assess the interdisciplinary teaching approach in geography lessons in secondary education, based on the views of geography teachers in Turkey related to interdisciplinary teaching approach. Phenomenology design from qualitative research designs was applied in this study. Data obtained from this study was collected using "semi-structured interview form" conducted to geography teachers. The collected data was interpreted by considering the relevant literature, and some suggestions related with stakeholders were presented.
Key Words: Geography lesson, geography teacher, interdisciplinary teaching
ÖzBu araştırma, Türkiye'de görev yapan coğrafya öğretmenlerinin disiplinler arası öğretime ilişkin görüşlerinden yola çıkarak ortaöğretim kurumları coğrafya eğitiminde disiplinler arası öğretim yaklaşımını değerlendirmektir. Araştırmada nitel araştırma yöntemi; nitel araştırma desenlerinden olgu-bilim deseni uygulanmıştır. Araştırmanın verileri, okul yöneticilerini uygulanan 'yarı yapılandırılmış görüşme formu' ile toplanmıştır. Görüşme kayıtlarının değerlendirilmesinde içerik analizi kullanılmıştır. Araştırma sonucunda elde edilen veriler ilgili literatür göz önünde bulundurularak yorumlanmış ve ilgili paydaşlara yönelik bazı öneriler sunulmuştur. -2014 Cilt:13 Sayı:49 (386-410) www.esosder.org Spring-2014 Volume:13 Issue:49
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I TRODUCTIOThe interdisciplinary concept means handling a concept, theme or problem through an integrated approach by using more than one discipline method and language (Jacobs 1989, Erickson 1995. In another words, interdisciplinary concept considers the richness of disciplines individually and interrelatedness of them, yet it also assumes that each problem in real world does not have a single correct answer (Perkins, 1994). Interdisciplinary approach is essentially based on holistic education. As a matter of fact, nothing can exist without a context in any kind; nothing is a standalone detached part (Miller, 2004). Interdisciplinary approaches, while arguably less effective than traditional approaches for building the depth of single-subject knowledge, emphasize higher-order thinking (e.g., analyzing, applying, generalizing) and seek meaningful connections between and among disciplines. (Ivanitskaya et al., 2002). On the other hand, the knowledge and skills earned through disciplinary approach don't seem to offer solution for problem encountered in daily life. Globalization, transition to information society and ecological and social developments occurring too fast has caused many problems to be resolvable with only interdisciplinary approach (Dervişoğlu and Soran, 2003). An interdisciplinary curriculum aims to solve complicated problems, which cannot be solved by using single discipline, with points of view developed by different disciplines (Repko, 2007). Traditional scientists have given priority and even partly superiority to their own fields. The main reason for that is the habit of explaining events and cases from their own perspectives. On ...