Özet:

A subject worth examining was the interdisciplinary approach's planning and application of two distinct disciplines and investigating the value acquisition inclinations of students who participated in the multidisciplinary approach. In this context, the problem sentence of the research is that: Does integrate mathematics and life sciences teaching have an effect on primary school 3rd-grade students' acquisition of honesty, respect, love, and helpfulness values?". The impact of integrated Mathematics and Life Sciences teachings in third grade on students' honesty, respect, love, and helpfulness value dispositions was studied using a quasi-experimental method with a pretest-posttest control group and the theme of "tolerance." As the data collection tools of the research, the "Honesty Value achievement Scale," "Love achievement Scale," "Respect achievement Scale," and "Helpfulness achievement Scale" was applied to the students in the sample. This research was conducted in three stages: preliminary preparations before application, integration of disciplines, lesson plan preparation, and actual application. There was a significant difference in favor of the experimental group when comparing students taught integrated mathematics and life sciences versus retrained students using a Ministry of National Education-approved course and workbook. In addition, there was a significant difference in favor of the post-test between the pretest-posttest scores of the honesty, respect, love, and helpfulness values belonging to the students in the experimental group taught integrated mathematics and life sciences.

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