Özet:

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

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