Abstract:

This study aims to examine the views of students and teachers on the application process of the station technique based on the interdisciplinary approach. A case study method of qualitative research designs was used in the study. The study group was determined by the criterion sampling method of purposeful sampling methods. In this context, the participants consisted of two classroom teachers and 71 third-grade students in two different classes. Semi-structured and structured interview forms and teacher diaries were used as data collection tools. The collected data were analyzed by content analysis. During the application, students were divided into four groups, where they conducted four different activities at four different stations and organized a bulletin with the resulting products. The results suggested that the interdisciplinary station technique contributes to students' cognitive, affective, and kinesthetic learning, enriches the teaching process, enables students to actively participate in the process, makes the lesson enjoyable, and improves students’ ability to cooperate, produce original and creative ideas, design and create products, take responsibility and help each other. However, it requires a lot of labor and time in the preparation phase and problems may arise in classroom management due to the crowded classrooms during the implementation.

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