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Interdisciplinarity is a vital topicality in contemporary education and science. In general education of Latvia, the concept ‘integrated learning’ is traditionally used. The question is, if interdisciplinary teaching/learning differs from conventional approaches, or it means something completely new in terms of study content organisation and a pupi...
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... This paper focuses on processes and outcomes of interdisciplinary learning (IL) in K-12 settings in the humanities. Integrating and adapting various definitions (Apostel, 1972;Chettiparamb, 2007;Frodeman, 2017;Helmane & Briška, 2017;Holley, 2017;Nikitina, 2005), we consider interdisciplinary learning in the humanities (IL-Humanities) to be any sort of integrative learning activity that meaningfully connects the learner to the broader human condition, culture, history, thought, and products, while drawing from multiple fields of inquiry and knowledge within the humanities. IL-Humanities can be achieved through a broad range of integrative pedagogies, as will be later discussed. ...
... In previous research, the concept of interdisciplinarity has been used to refer to various, partially overlapping, domains and activities, including the nature of knowledge and its organization (Darbellay, 2019;Klein, 2017), knowledge production through research (Huutoniemi et al., 2010), learning and cognition (Boix-Mansilla, 2017;Nikitina, 2005), and teaching (Helmane & Briška, 2017;Markauskaite, Carvalho, et al., 2023). Each of these offers its own sets of definitions and uses for "interdisciplinarity" and its sub-types. ...
Background: This paper explores K-12 interdisciplinary learning in the humanities (IL-Humanities), an area that, until now, has seen limited research focus compared to its STEM counterparts. We asked: (1) What are the outcomes of IL-Humanities in terms of interdisciplinary competences? (2) How do learners in these environments engage in cross-disciplinary knowledge building and transdisciplinary identity work?
Methods: We assessed the efficacy of IL-Humanities across ten Israeli middle schools through a pre-post intervention/comparison design, utilizing the novel Interdisciplinary Competences Assessment (ICA). Qualitative insights into the learning processes within classrooms were derived using discourse analysis methods.
Findings: Students' interdisciplinary competences were found to increase following the IL-Humanities interventions. Qualitative analyses offered "thick descriptions" of the process: Students leveraged cross-disciplinary transfer of knowledge to deepen their understanding of complex phenomena and used personal narratives to engage in identity work. Contribution: This study enhances interdisciplinary education research by: (1) providing and operationalizing a model of interdisciplinary competences as an assessment tool; (2) demonstrating the effectiveness of IL-Humanities environments in developing these competences; and (3) advancing our understanding of learners’ engagement with cross-disciplinary knowledge building and transdisciplinary identity work.
... Bu durumda gündeme gelen yeni sorular ve aranan cevaplar genellikle birden fazla disiplinin konu alanını kapsadığından disiplinler arası çalışma gündeme gelir. Tasarım sürecinde farklı yaklaşımlar araştırılır, yöntemleri denenir ve gerektiğinde farklı disiplinlere ait parçalar, kavramlar ve konuya ilişkin beceriler diğerinin sınırlarını genişletecek biçimde ele alınır, farklı disiplinlerin çalışma metotları birleştirilerek yeniden oluşturulur ve bir arada kullanılır (Both, 2016;Helmane & Briška, 2017). ...
Mimarlık karşılaştığı sorunları çözme ihtiyacı olarak disiplinlerarası bir yaklaşıma başvurur. Mimarlık diğer disiplinlerle kurduğu ilişkilerden doğan olasılıklar arasında seçimler yaparak alternatifler üretirken, etkileşimde olduğu diğer disiplinlere de benzer fırsatlar sunarak iki yönlü bir ilişkiyi mümkün kılar. Mimarlık, anlatım, temsil ve iletişim için görsel yöntemleri kullanma zorunluluğu ile görsel iletişim yöntemlerini kullanan diğer disiplinlerle ilişki kurabilmekte ve bu ilişkiyi sinema ile kurma olanağına da sahiptir. Sinema ve mimarlık, gerçek hayatta deneyimlediğimiz üç boyutlu mekânın iki boyutlu temsillerini üretir ve kullanır. Deneyimin temsili, zamana bağlı düşüncelerden arınmış, standart yöntemlerle estetik nesnelere dönüştürülen temsil sistemlerinde ciddi bir sorun yaratmaktadır. Zaman-mekânın zamana ve mekandaki deneyimlere bağlı olarak aktarılabileceği mimari temsil sistemlerinin uygulanması bu sorunun üstesinden gelebilir. Filmin sinemada yarattığı mekân imgesi, mimari temsillere hâkim olan durağanlıktan kurtulmuş, dinamik bir izlenim yaratarak izleyiciye geleneksel iki boyutlu mimari temsilden farklı bir deneyim yaşatabilmektedir. Çalışmada mimaride mekânsal deneyim temsil bünyesinde sınırlandırılmış, farklı mimari temsil kullanımının mekânsal deneyimde yarattığı değişim ve dönüşümler incelenmiştir. Bu çalışmada, sinema aracılığı ile izleyicinin dahil olduğu hareket kullanımı ile temsil sistemlerinin deneyim açısından zayıflığının aşılmasının mümkün olup olmadığı, yönetmenliğini Ila Bêka ve Louise Lemoine'in yaptığı iki film üzerinden sorgulanmıştır. Çalışma sonucunda Bêka ve Lemoine'in 'Mekânın Duygusal Gücü' olarak tanımladıkları zaman-mekân boyutunu çalışmalarına dahil ederek mimarlık üzerine filmler ürettikleri ve temsil sistemlerinin deneyim açısından zayıflığının üstesinden gelinebildiği görülmüştür. Bu bağlamda temsil düzleminde deneyim ve ifadesine dair yeni bir tartışma zemini yaratarak mimarlık pratiğinin gelişmesine ve ilerlemesine önemli katkı sağlamaktadır.
... Widya et al. discuss the importance of making connections between what is taught in the STEM classroom and what is occurring in daily life to improve student learning by [9]. Science communities are striving to revise the traditional process of learning where students follow edge from two or more disciplines through real-world examples [13,14]. Transdisciplinary learning can also be framed as convergence education. ...
Convergence education, driven by compelling or complex socio-scientific problems, is an approach to bring cultural relevance into secondary STEM education. National trends show the need to increase the STEM workforce by leveraging educational research and innovative practices within the secondary level to increase student interest prior to graduating high school. We introduced CReST (Culturally Relevant STEM) in a US high school pilot study. Student participants included 276 Chemistry students and 19 World History I students. The study also engaged four (4) high school teachers in chemistry and social studies with the challenge of cultural heritage conservation through the lens of the (physicochemical) life cycle of mural paintings in Europe. Teachers were provided with (1) professional development; (2) a digital curriculum; and (3) modular kits for hands-on learning. The research focused qualitatively on the experiences from the teacher and students as well as quantitatively to assess whether there was an increase in student academic performance. We found a statistically significant gain with respect to Chemistry (4.0%) and World History (13.4%) content. Students and teachers responded with overwhelming positivity in individual and focus-group interviews. This amplifies the further need of convergent educational approaches in high school STEM education to enhance engagement and increase student learning.
... This temporary setting aside of one's positionality makes space for new things to cross-fertilize, fuse, and emerge. Transdisciplinary individuals value the process of discovering or uncovering perspectives that can be woven into something new (Augsburg, 2014;Helmane & Briška, 2017). Nicolescu (2002) took a different approach. ...
Addressing complex societal problems requires the collaboration of diverse academic and non-academic partners ideally through transdisciplinarity. Most academic faculty members are couched in their disciplinary mind set with more recent transitions to multi- and interdisciplinarity. Transdisciplinary thinking is the new kid on the block. Switching through mono, multi, and inter to transdisciplinarity will require a paradigm shift. Each is discussed in this paper, so people can more readily find themselves, clarify the nature of their work, and appreciate the magnitude of change required if they shift paradigms. The paper then (a) identifies traits of a transdisciplinary individual who can employ a transdisciplinary orientation, (b) addresses paradigm shifts at the collective and individual levels, (c) discusses how to deal with natural resistance to losing one’s familiar way of thinking and (d) concludes with touchstones and safety-nets that encourage people to take the leap of faith required to embrace transdisciplinarity.
... Furthermore, transdisciplinary or even interdisciplinary research is scarcely documented in literature for engineering technology programs other than in end-of-study projects. Scientists define Transdisciplinary research to be the highest form of integration of disciplines followed by Interdisciplinary, and then by Multi-dsciplinary research [29] [30]. ...
... Χρησιμοποιείται ειδικό λεξιλόγιο (π.χ. επιστημονικοί όροι) του κάθε κλάδου, ενώ παράλληλα επιχειρείται με ποικίλους τρόπους να εξασφαλιστούν συσχετίσεις μεταξύ του περιεχομένου του κάθε μαθήματος (ως γνωστικό αντικείμενο ενός επιστημονικού κλάδου) προκειμένου να εξασφαλιστεί πληρέστερη και σφαιρικότερη μελέτη του κάθε θέματος (Helmane & Briška, 2017;Ματσαγγούρας, 2002). ...
... ΡΟΜΠΟΤΙΚΗ, STEAM ΚΑΙ ΝΕΕΣ ΤΕΧΝΟΛΟΓΙΕΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ -ΔΙ.ΠΑ.Ε. | 23 Η ΑΡΧΙΤΕΚΤΟΝΙΚΗ ΣΤΑ ΠΛΑΙΣΙΑ ΤΗΣ ΔΙΑΘΕΜΑΤΙΚΟΤΗΤΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ ΜΑΓΔΑΛΙΝΗ ΜΑΝΩΛΗ διδάσκονται στο σχολείο με ζητήματα, προβλήματα και εφαρμογές του πραγματικού κόσμου (Beane, 1995;Helmane & Briška, 2017). Επιπρόσθετα, κατά την αυθεντική μάθηση (authentic learning), οι δραστηριότητες των μαθητών/τριών συγκλίνουν όσο το δυνατόν περισσότερο με τα πραγματικά καθήκοντα και τις πραγματικές εργασίες των επαγγελματιών που καλούνται να κάνουν στην πράξη. ...
Το θέμα της παρούσας εργασίας εστιάζει στην προώθηση της βιωσιμότητας και την ευαισθητοποίηση των παιδιών γύρω από την Αειφόρο Εκπαίδευση μέσα από μια διαθεματική προσέγγιση, η οποία αξιοποιεί την Αρχιτεκτονική, ως μέσο για τη βελτίωση των μαθησιακών αποτελεσμάτων και της συμμετοχής, την ενίσχυση της δημιουργικότητας και της καινοτομίας, την αφύπνιση της αειφόρας - περιβαλλοντικής συνείδησης των παιδιών, της σχεδιαστικής σκέψης και δεξιοτήτων του 21ου αιώνα. Πιο συγκεκριμένα, επικεντρώνεται σε ζητήματα βιωσιμότητας και εξερεύνησης του αστικού περιβάλλοντος από τα παιδιά.
Αρχικά στην παρούσα εργασία διερευνάται η έννοια της διεπιστημονικότητας και της διαθεματικότητας. Εξετάζεται επίσης διεξοδικά η βιώσιμη ανάπτυξη και τα χαρακτηριστικά της σε συνδυασμό με τον αστικό σχεδιασμό, στα πλαίσια της Εκπαίδευσης. Επιπρόσθετα, θα συζητηθούν οι δεξιότητες που αποκτώνται, τα γενικά οφέλη που προσφέρονται στα παιδιά και τα διαθεματικά χαρακτηριστικά της μεθόδου STEAM, στα πλαίσια της δημιουργικής εκπαίδευσης μέσω της Αρχιτεκτονικής. Επιπλέον, αναζητούνται καλές πρακτικές διαθεματικής προσέγγισης επισήμων φορέων Αρχιτεκτονικής εκπαίδευσης και Σχεδιασμού σε όλο τον κόσμο, όπως η μέθοδος STEAM, η σχεδιαστική σκέψη (design thinking), ο συμμετοχικός σχεδιασμός, η δημιουργία τοποθεσιών (placemaking), μάθηση μέσω φαινομένων, κατασκευή τρισδιάστατων μοντέλων (μακετών), κ.α. Στη συνέχεια παρουσιάζονται ακόμα μερικά διαδικτυακά εργαλεία και πλατφόρμες που είναι διαθέσιμα και προτείνονται για αρχιτεκτονική και σχεδιαστική εκπαίδευση, ενώ παράλληλα δύνανται να εμπλουτίσουν ποιοτικά και βάσει δυνατοτήτων το σχολικό πρόγραμμα σπουδών.
Συνεχίζοντας, στο τρίτο μέρος της εργασίας, αξιοποιώντας τις δυνατότητες που προσφέρει η Αρχιτεκτονική στα πλαίσια της εκπαιδευτικής διαδικασίας, σχεδιάστηκαν πέντε (5) εργαστήρια γύρω από την Αρχιτεκτονική και τον Σχεδιασμό, τα οποία βασίζονται σε θεμελιώδεις αρχές της βιωματικής και διερευνητικής μάθησης, στην μέθοδο STEAM, την θεωρία Πολλαπλής Νοημοσύνης ενώ παράλληλα ακολουθείται διαφορετική μεθοδολογία στο κάθε ένα. Τα προτεινόμενα σχέδια εργαστηρίων δίνουν έμφαση σε έννοιες όπως: “αστικός σχεδιασμός”, “αειφορία”, “πράσινος σχεδιασμός”, “δημιουργία χώρου” και “παθητικό κτιρίου”. Οι συμμετέχοντες/ουσες θα ενθαρρυνθούν να σχεδιάσουν, να κατασκευάσουν, να κάνουν υποθέσεις, να συνεργαστούν, να ερευνήσουν, να μελετήσουν, να μετρήσουν, να συνθέσουν, να παρουσιάσουν, να εξάγουν συμπεράσματα, να συζητήσουν μεταξύ τους, να ανακαλύψουν νέες έννοιες και φαινόμενα του σύγχρονου κόσμου, καθώς και θα τους ζητηθεί να σκεφτούν κριτικά και πολύπλευρα για τις επιπτώσεις των σχεδίων τους στο περιβάλλον, να ταξινομήσουν και να λύσουν σύνθετα προβλήματα της πραγματικής ζωής προτείνοντας βιώσιμες λύσεις. Στο τέλος θα εκφραστούν αισθητικά μέσω του σχεδιασμού, κατασκευάζοντας τρισδιάστατα αρχιτεκτονικά μοντέλα κλίμακας με συγκεκριμένα χαρακτηριστικά, ακολουθώντας τις αρχές του βιώσιμου σχεδιασμού. Περαιτέρω προσδοκάται η καλλιέργεια δημοκρατικού πνεύματος και δεξιοτήτων του πολίτη.
Εν κατακλείδι, προγράμματα με κεντρική θεματική την Αρχιτεκτονική και τον Σχεδιασμό, παρέχουν στα παιδιά όλων των ηλικιών και βαθμίδων εκπαίδευσης με ένα ευρύ φάσμα δεξιοτήτων, εργαλείων, ικανοτήτων και μέσων τα οποία μπορούν να αξιοποιήσουν για να φτάσουν στο μέγιστο των δυνατοτήτων τους προκειμένου να συμβάλλουν ενεργά στην βιώσιμη ανάπτυξη των πόλεών μας και στην διαμόρφωση του μελλοντικού περιβάλλοντος. Η παρούσα μελέτη ακόμα, παρουσιάζει τις προοπτικές ενσωμάτωσης της Αρχιτεκτονικής και του Σχεδιασμού στο εκπαιδευτικό πρόγραμμα σπουδών και επιπλέον προτείνει την ανάπτυξη νέων εκπαιδευτικών προσεγγίσεων που μπορούν να προετοιμάσουν κατάλληλα τους μαθητές/τριες για τις προκλήσεις του 21ου αιώνα.
- Η παρούσα πτυχιακή εργασία εκπονήθηκε στα πλαίσια λήψης Μεταπτυχιακού τίτλου σπουδών (MSc) στο Τμήμα Μηχανικών Παραγωγής και Διοίκησης, του Διεθνές Πανεπιστήμιο της Ελλάδος (ΔΙΠΑΕ).
... Interdisciplinary teaching and learning involves the integration of two or more disciplines such that students learn concepts and skills that are common across these disciplines (Costley, 2015;Helmane & Briška, 2017). Specifically, IdME occurs when mathematics is taught in an interdisciplinary way (Chao-Fernández et al., 2019), often in combination with science, arts and/or languages (Lovemore et al., 2021;Serrano Corkin et al., 2020). ...
Learning mathematics in a silo presents it as complex discipline that is detached from the real world. As such, there is a growing interest in interdisciplinary mathematics education (IdME). However, students’ perspectives about IdME are lacking. Thus, this study explored Grade 8 students’ perspectives on, and experiences with an IdME project in their mathematics course. Qualitative data were collected in the form of self-reflections and interviews. Findings suggest that the project allowed students to make connections between mathematics, everyday knowledge, and other disciplines. Students also had the opportunity to develop their 21st century skills. We encourage researchers and educators alike to further examine the ways that IdME can be used to transform mathematics instruction.
... The underlying keyword is integration to improve students' potentials. In this case, Helmane & Briška (2019) argued that learning motivation of students comes from an integrated learning process that creates a whole that each student can see based on his or her own skills. Therefore, what a teacher does is important because it creates the conditions for a student to see the whole picture of what he or she is learning, not because the teacher points out the connection. ...
Transdisciplinary-based learning (TDBL) is a need of teachers in teaching where its existence offers for solutions to solve teaching and learning problems in class. In this case, the presence of TDBL in Aqidah Akhlak subject means integrating Islamic teaching into science as knowledge in a holistic way. Thus, this study aims to propose a new way of teaching by developing the learning materials for the Aqidah Akhlak subject which is integrated into TDBL. Plomp’s model of research and development design is used in this research which typically includes five stages including problem analysis, design, realization, implementation, and evaluation. The result from expert validation both for student and teacher books is considered in the eligible category, highly eligible for field trial assessment, and practical category for the practical assessment. Students’ performance on Aqidah Akhlak subject is dominated by moderate level rather than high one. T-test proved that the use of TDBL Aqidah Akhlak learning materials effective to be utilized in class. Through the result of the study, it can be concluded that the proposed product of TDBL Aqidah Akhlak learning materials can be used both for students and teachers. Discussion and research implications are discussed further in this study.
... Bu yaklaşımda proje tabanlı öğrenme kullanılabilir. Örneğin, öğretmenler müfredatı öğrenci soruları etrafında düzenler ve öğrenciler transdisipliner yaklaşımı uygulayarak sorunlarını çözerken yaşam becerilerini geliştirirler (Helmane ve Briška, 2017). Ayrıca, toplumsal paydaşların katılımıyla bütüncül ve ortak üretim gerçekleştirilmektir (Varol ve Kaya, 2018). ...
... Multidipliner, Disiplinlerarası ve Transdisipliner Yaklaşımlar (Kaufman, Moss ve Osborn, 2003, Akt.Helmane and Briška, 2017; Jensenius, 2012'den uyarlanmıştır.) ...
Dünyanın yaşadığı son salgın ile birlikte tüm ülkelerin ve ekonomi, siyaset, sağlık ve eğitim gibi tüm sistemlerin birbiri ile ne kadar iç içe olduğunun tam manasıyla anlaşılmasıyla bütüncül yaklaşımı doğru anlamak daha da önem kazanmıştır. Eğitim programlarında her bir disiplinin ayrı ayrı ele alınması güncel problemlere çözüm üretmenin önünde bir engel oluşturmakta ve gereken zihin yapısı bir türlü sağlanamamaktadır. Gerçek yaşamda sorunlara çözümler üretebilmek için farklı disiplinlerin birbiri ile işbirliği yapması gerektiği görülmüştür. Bu nedenle, gerçek hayata hazırlık olan okullardaki programların yeniden düşünülmesi ve daha bütüncül anlayışın benimsenmesi gerektiği anlaşılmaktadır. Ancak disiplinlerin entegrasyonunun ne olduğuna dair kavram karmaşaları söz konusudur. Bu çalışmanın amacı da eğitimde entegrasyon örnekleri olan multidisipliner, disiplinlerarası ve transdisipliner kavramlarını açıklamak ve eğitime dair bazı uygulama örneklerine yer vermektir.
... Çok disiplinli yaklaşımlar; öncelikle disiplinlere odaklanır, eğitimde çok disiplinli bir yaklaşımda öğretmen, disiplinleri bir şema etrafında organize eder. Fen eğitiminde çok disiplinli yaklaşımda; biyoloji, kimya, fizik, yer ve uzay bilimleri perspektiflerinden konular incelenir, bilgi, beceri ve davranışlar konu çerçevesinde kaynaştırılır, öğrencinin bir konuyu nasıl daha iyi öğrenebileceğine odaklanır, bir problemin çözümüne her disiplin kendi alanından getirdiği bilgi ve metotlarla katkıda bulunur (Drake & Burns, 2004;Miller vd., 2008;Helmane & Briška, 2017). Disiplinler ötesi yaklaşımda güncel ekonomik, ekolojik, sosyal, kültürel durumlar ele alınır, güncel bir problemi çözmeye yönelik ihtiyaç duyulabilecek tüm disiplinler birlikte çalışır, müfredat öğrencinin gerçek hayat problemlerine yönelik sorularına göre düzenlenir. ...
... Disiplinler ötesi yaklaşımda güncel ekonomik, ekolojik, sosyal, kültürel durumlar ele alınır, güncel bir problemi çözmeye yönelik ihtiyaç duyulabilecek tüm disiplinler birlikte çalışır, müfredat öğrencinin gerçek hayat problemlerine yönelik sorularına göre düzenlenir. (Drake & Burns, 2004;Helmane & Briška, 2017). Disiplinler arası yaklaşımda ise; disiplinler ortak bir konuda bir arada çalışırlar, konuya ait birbiri içine gömülmüş disiplinlere ait parçalar; kavramlar ve konuya ilişkin beceriler etrafında vurgulanır. ...
... Disiplinler arası yaklaşımda ise; disiplinler ortak bir konuda bir arada çalışırlar, konuya ait birbiri içine gömülmüş disiplinlere ait parçalar; kavramlar ve konuya ilişkin beceriler etrafında vurgulanır. Disiplinler arası yaklaşımda kavramlar ve beceriler; birden fazla disiplin tarafından, her disiplin diğerinin sınırlarını genişletecek biçimde ele alınır, farklı disiplinlerin çalışma metotları bir arada kullanılır, kavramsal seviyeyi derinleştirme, akıl yürütme ve üst bilişsel stratejilerin kullanımı ön plandadır, öğrencinin öğrenme gereksinimi ve ilgileri göz önünde bulundurulur, yeterlilikleri artırılmaya çalışılır (Helmane & Briška, 2017). Disiplinler arası yaklaşımda öğrenciler tutarlı bir öğrenme deneyimi yaşarlar, içeriğe ait hedefler bütünleştirilmiş bir süreçte ele alınır, anlama, sorgulama, analiz, problem çözme ve soyut düşünme becerilerini geliştirmeyi hedefler (Grady, 1994). ...
Bu çalışmada; disiplinlerarası fen eğitiminin, fen bilgisi öğretmenleri tarafından nasıl algılandığı, disiplinlerarası uygulamaların gerçekleştirilmesinde öğretmen yeterlilikleri ve geliştirilmesi, uygulamalarda karşılaşılan zorluklar, disiplinlerarası bir bakış açısıyla STEM algıları, STEM’in fen bilimleri dersine getirdiği yenilikler ve disiplinlerarasılığı karşılama durumu, okul atmosferinin disiplinlerarası yaklaşımlar için uygunluğu konularına ilişkin fen bilimleri öğretmenlerinin görüşleri incelenmiştir. Fenomenoloji deseni çerçevesinde yürütülen araştırmada, 10 açık uçlu sorudan oluşan yapılandırılmış görüşme formu kullanılarak 21 fen bilimleri öğretmeninin (13 kadın, 8 erkek) görüşleri alınmıştır. İçerik analizi ile analiz edilen araştırma bulgularına göre, çalışmaya katılan öğretmenlerin çoğunun disiplinlerarası fen eğitimine yönelik yeterli kavramsal bilgiye sahip ve uygulama konusunda istekli olmalarına karşın; bazı yöntem ve teknikler hakkında yeterli bilgi ve tecrübeye sahip olmamaları, öğretmenler arasındaki etkileşimin azlığı, uygulamalar konusunda yeterli iş birliğinin sağlanamaması, süre ve materyal sıkıntısı, kalabalık sınıflar ve ölçme değerlendirme konusunda yetersizlikler noktasında çeşitli zorluklar yaşadıkları tespit edilmiştir. STEM boyutunda, öğretmenlerin STEM’in disiplinlerarasılığı karşıladığını ancak uygulamada bazı belirsizlikler olduğunu ifade ettikleri görülmüştür. Disiplinlerarası fen eğitiminin uygulanması ve yaygınlaştırılması konusunda yaşanan zorluklar göz önünde bulundurulduğunda; programın uygulayıcıları olan fen bilimleri öğretmenlerinin disiplinler arası fen öğretimi ile ilgili algılarının, ihtiyaçlarının ve yaşadıkları sorunların ortaya konulması ve alan yazında bu kapsamda yer alan çalışmaların azlığı nedeniyle; çalışmanın literatüre katkı sağlayacağı düşünülmektedir
