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Günümüzde problemler her geçen gün kompleks hale gelmektedir. Kompleks problemler de tek bir disiplinle çözülememekte, dolayısıyla disiplinlerarası bilgi entegrasyonunu zorunlu hale getirmektedir. Disiplinlerarası programların hazırlanması ve bu programı uygulanmasında öğretmenlerin rolü çok büyüktür. Öğretmenler kendileri disiplinerarası düşünme becerilerine sahipse öğrencileri de ilişki kurmada başarılı olmaktadır. Bu bağlamda bu çalışmada kimya öğretmen adaylarının pH konusundaki bilgi entegrasyon düzeylerinin incelemesi amaçlanmıştır. Çalışmanın problemini “Kimya öğretmen adaylarının kimya dersinde öğrendikleri pH kavram bilgisini farklı disiplinlere ait problemleri çözmede kullanabilmekte midirler?” sorusu oluşturmaktadır. Çalışmanın deseni, kimya öğretmen adaylarının vücudun pH dengesini disiplinlerarası açıklama düzeylerini belirlemek amacıyla durum çalışması olarak tasarlanmıştır. Araştırmanın çalışma grubunu, 2018-2019 eğitim öğretim yılında İstanbul ilinde bulunan bir devlet üniversitesinin kimya öğretmenliği dördüncü sınıfına devam eden 14 öğretmen adayı oluşturmaktadır. Çalışmada veri toplama aracı olarak ‘pH Kavram Testi’ kullanılmıştır. pH Kavram Testi, 19 açık uçlu sorudan oluşmaktadır. Soruların tasarlanmasında disiplinler arası geçişlere özel önem verilmiştir. Soruların bir bölümü tek disiplin ile cevaplamanın olanaklı olduğu sorulardır. Öte yandan bazı soruların cevaplanması için iki-üç disiplinlinin birlikteliğini gerekli kılarken bazıları ise çok disiplinin (üçten fazla) kullanımını gerektirmektedir. Araştırmadan elde edilen veriler içerik analizi ile analiz edilip yorumlanmıştır. Araştırma sonucunda, öğretmen adaylarının vücut pH’sini açıklamada %25’i çoklu disiplinle, %55’inin iki-üç disiplinle, %95’inin tek disiplinle açıkladıkları tespit edilmiştir.
Today, problems are becoming more and more complex. Complex problems cannot be solved with a single discipline, thus making interdisciplinary information integration mandatory. The role of teachers in the preparation and implementation of interdisciplinary programs is very important. If teachers themselves have interdisciplinary thinking skills, their students are also successful in establishing relationships. In this context, in this study, it was aimed at investigating the knowledge integration levels of the chemistry teacher candidates on pH. The problem of this study; Can the preservice chemistry teachers use the pH concept knowledge that they learned in chemistry class to solve multi-disciplinary problems? The study was designed as a case study to determine the chemistry teacher candidates’ interdisciplinary explanation levels of the body’s pH balance. The study group of the study consists of 14 candidate teachers attending the 4th year of chemistry teaching at a state university in Istanbul in the 2018-2019 academic year. In the study, a pH Concept Test was used as the data collection tool. pH Concept Test; consists of 19 open-ended questions. Special attention was paid to cross-disciplinary transitions in design questions. Some of the questions are questions that can be answered with a single discipline. On the other hand, while some questions require the coexistence of two-three disciplines, others require the use of multi-discipline (more than three). The data obtained from the research were analyzed and interpreted by content analysis. In the study, qualitative content analysis was conducted. As a result of the study, the pH balance of the body was explained by 25% of the candidate teachers with multidisciplinary; 55% of them with two-three disciplines and 95% of them with one discipline
Today, problems are becoming more and more complex. Complex problems cannot be solved with a single discipline, thus making interdisciplinary information integration mandatory. The role of teachers in the preparation and implementation of interdisciplinary programs is very important. If teachers themselves have interdisciplinary thinking skills, their students are also successful in establishing relationships. In this context, in this study, it was aimed to investigate the knowledge integration levels of the chemistry teacher candidates on pH. The problem of this study; Can the preservice chemistry teachers use the pH concept knowledge that they learned in chemistry class to solve multi-disciplinary problems? The study was designed as a case study to determine the chemistry teacher candidates' interdisciplinary explanation levels of the body's pH balance. The study group of the study consists of 14 candidate teachers attending the 4th year of chemistry teaching at a state university in Istanbul in the 2018-2019 academic year. In the study, a pH Concept Test was used as the data collection tool. pH Concept Test; consists of 19 open-ended questions. Special attention was paid to cross-disciplinary transitions in designing questions. Some of the questions are questions that can be answered with a single discipline. On the other hand, while some questions require the coexistence of two-three disciplines, others require the use of multi-discipline (more than three). The data obtained from the research were analyzed and interpreted by content analysis. In the study, qualitative content analysis was conducted. As a result of the study, the pH balance of the body was explained by 25% of the candidate teachers with multidisciplinary; 55% of them with two-three disciplines and 95% of them with one discipline
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