Examination of secondary school teachers ' opinions regarding interdisciplinary teaching

This research is a qualitative study that examines the practices of teachers of science, mathematics, Turkish and social studies regarding interdisciplinary teaching approach. Participants in the study consisted of 35 teachers working in three different secondary schools with different socioeconomic backgrounds in the province of Adana in the academic year of 2016-2017. The data were collected by interviewing the participants through the "Demographic Characteristics Form" and "Interdisciplinary Teaching Practice Evaluation Form" developed by the researcher and analyzed by content analysis method. The results showed that the secondary school teachers performed the interdisciplinary teaching practices and that they influenced by the course goals and contents, information about different courses, characteristics of different students and extra goals. Interdisciplinary teaching practices are important in terms of promoting effective learning, having mental and emotional goals, and providing quality education services. It was revealed that both science and social sciences can be related to each other and to art lessons in the teaching process and the students are positively affected by the interdisciplinary teaching process. It was also found that teachers need guidance, adequate knowledge and skills, cooperation, and instructional designs or plans to guide them for practice.


Introduction
Today, the most powerful and credible aspect of rapidly produced knowledge is that it is the product of scientific thinking.The acceleration of information production also affects the organization of information.Information generated by the same research methodology is collected under a single discipline, and even multiple sub-disciplines are structured.Ackoff (1973) emphasizes that nature is not organized, as it is known.While disciplines produce knowledge within their limits, they also benefit from other disciplines.The events that cannot be solved with a single discipline make it imperative to act together.According to Newell (2007), it should not come as a surprise that the links between the variables of the different disciplines are close together and in an interdisciplinary science lesson the viewpoints of social or human sciences can help students relate science to society as a human endeavor in the social and cultural context (p.252-260).At this point, the interdisciplinary approach combines different disciplines by providing links between them and forming a sense of a whole.For example, a phenomenon such as population growth does not have only a mathematical dimension; it also has psychological, geographical, economic, educational etc. dimensions to it.All these dimensions constitute the relevant phenomena together.
According to Stein (2007), it is necessary to work in cooperation with interdisciplinary approach instead of mastering more than one discipline.In this approach, there is a more explicit connection between analysis and synthesis and coherence within a coordinated and coherent set of disciplines (Choi & Pak, 2006;Drake, 2007).Moreover, the interdisciplinary approach values each discipline equally and does not interfere with their boundaries.It is contrary to the nature of this approach that a single discipline should be placed in the foreground, overshadowing the other fields.Crowell (1989) sees separated information, skills, goals, evaluation, and assumption of classroom environments inadequate in terms of new understandings.The human brain tends to perceive things as a whole and does parallel processing.For this reason, learners need methods that will enable them to see the links between academic subjects.The interdisciplinary approach, which collects related subjects in a single pot, also acts as a teaching theory.Erickson (1995) described interdisciplinary teaching as organizing the contents under a common, abstract concept.Interdisciplinary teaching is the understanding of a program that brings together traditional subjects in a meaningful way around specific concepts and makes use of at least two disciplines classified in different fields can be associated with each other under interdisciplinary teaching practices (Jacops, 1989;Yıldırım, 1996).In addition, the process can be continued using various methods and strategies.The interdisciplinary teaching approach is based on the understanding of a common relationship.According to Drake and Burns (2004), the interdisciplinary approach helps students to understand the importance of the subject and real life situations and helps them see the big picture.Erickson (1995, p.100) mentioned the benefits of the approach to the student as follows:  Reduces fragmentation of the program.
 Gives depth to teaching and learning.
 Focuses on teaching and learning.
 Enables students to participate in the active learning process.
 Enhances high-level thinking.
 Helps students to connect their knowledge.
 Addresses the important problems, issues, concepts.
 Answers for the question "Why should they learn these facts?" Draws on multiple learning styles.
Moreover, teachers have to carry out curriculums based on their basic philosophies and approaches.In the process of developing primary education curriculum in 2004 by the Ministry of National Education, the idea of relating to other fields is mentioned and interdisciplinary approach is emphasized (Demirel, 2013, p.55).In the draft for primary education curriculum of the year 2017, it is stated that: " The content of the recent curriculum is prepared in accordance with the interdisciplinary approach, which supports interaction among various disciplines, therefore not only the goal is indicated but also the steps to follow presented in the curriculum''.The curriculum emphasizes directives on interdisciplinary teaching practices, however, leaves design of the lessons to teachers.It is important to note that in this process, pedagogical knowledge about designing and managing the teaching process of the teachers is important because it affects course outcomes.Interdisciplinary approach generally includes the following qualifications: (1) making the concepts understood by using the themes in the curriculum; (2) practicing the interdisciplinary thematic activities and pedagogical methods regarding handling the various fields simultaneously; (3) connecting certain topics and developing courses based on them; and (4) using the knowledge of developing interdisciplinary discoveries as a part of the teaching process and presenting contexts consisting of different topics (An, 2016).According to Vars (1991), the planning of the interdisciplinary curriculum starts with the place the society lives in.In this context, understanding the nature of interdisciplinary approach and having the competence to design it is very important in terms of the practicality of the curriculum.
The opinions of teachers and preservice teachers related to interdisciplinary education of geography, biology, social sciences and mathematics education have been examined in the field (Aladağ & Şahinkaya;2013;Akyol, 2015;Barış, 2016;Çimen, 2002;Dervişoğlu, 2003;Karakuş & Aslan, 2016;Karakuş, Turhan Türkkan, & Karakuş, 2017;Sağdıç & Demirkaya, 2014).However, there is a need for determining the general situation and basic needs.The role of the teacher is crucial in terms of practice and outcomes of the curriculum.The extent to which the approach will be adopted, effect of the outcomes on the students and their basic needs will be revealed through teachers.Teachers need to understand and comprehend the knowledge as a whole in accordance with the curriculum regardless of their field of expertise.For this reason, teachers' opinions on how to apply the interdisciplinary teaching approach, the instructional decisions that lead to this practice, the importance of the practice and its effects on the students are very important.In this context, it was aimed to evaluate the interdisciplinary teaching practices of teachers of social sciences, science, mathematics and Turkish courses in secondary school education.In accordance with this objective, the following questions are sought to be answered: 1. What are teachers' experiences regarding interdisciplinary teaching?2. According to teachers, what are the factors that influence the practice of interdisciplinary teaching?
3. According to the teachers, what are the characteristics of interdisciplinary teaching that are important?
4. What are the effects of interdisciplinary teaching on students according to teachers?
5. What are the needs and expectations of teachers in interdisciplinary teaching practices?

Research Design
This study is a qualitative research employing a phenomenologic pattern and examines interdisciplinary teaching practices based on the opinions of secondary school teachers.Qualitative research is described as a research process that explores the why's and how's of the human and group behaviors using qualitative data collection methods such as observation, interview and document analysis, and that the findings are presented alone or quantitatively (Patton, 2014;Saruhan & Özdemirci, 2013;Yıldırım& Şimşek, 2016).Phenomenological studies are a comprehensive sense of individual/personal experiences related to a phenomenon, a situation, or a concept.In this research, interdisciplinary relations, the factors affecting teachers' decision-making, the features that are important to the approach, the effects on students, the needs and expectations have been emphasized based on the opinions of teachers.

Participants
The participants were chosen according to the criterion sampling, which is a type of purposive sampling.The main criterion is for secondary school teachers to include interdisciplinary teaching approach in their practices.Preliminary interviews were held to determine the teachers to participate in the study.In the context of the preliminary negotiations, 25 of the teachers said that they had established a relationship between the courses, and three of them stated that they established the relation between the lessons to some extent.Participants consisted of 35 teachers who worked in the fields of Turkish, social sciences, mathematics and science in the province of Adana in the academic year of 2016-2017.Among the participant teachers, 13 teachers worked at the schools of high socioeconomic status, 11 teachers worked in the schools of middle-socioeconomic status, the other 11 teachers worked in the schools of low-socioeconomic status.12 teachers taught Turkish, five teachers taught social sciences, nine teachers taught mathematics and the other nine taught science courses.Of them, 26 participants were females and nine of them were males.Their professional seniority ranged between four years and 38 years at most.Their term of employment at their current workplaces varied between one year and 24 years at most.

Data Collection Tools
The data were collected through interviews with the Demographic Features Form developed by the researcher and the semi-structured Interdisciplinary Teaching Practices Evaluation Form consisting of six items.In the form of demographic features, there are items about gender of the teachers, their school names, their fields, their professional seniority, their term of employment, socio-economic level of the schools, and the interview date.Two basic methods were followed to prepare the semi-structured interview form.Firstly, literature review was made and questions were formed.Two academic members from curriculum and teaching departments and one instructor specialized in the field of Turkish language and literature checked the questions.The necessary corrections have been made as a result of the examination.In order to clarify the questions, a pilot study was conducted with three teachers from Turkish, mathematics and science branches and their practicality was checked; then the main study was administered.The data obtained without the pilot study was not included in the analysis process due to research ethics.

Data Collection
The study was conducted in April and May on appropriate dates for the teachers.A voice recorder was used during the interviews which took place in teachers' offices or idle classes.Views of the teachers who did not want the recorder to be used were noted down and read to them.Interviews generally took between 35 and 40 minutes.

Data Analysis
The data collected through the semi-structured interview form was analyzed by content analysis method.The answers given by the participants for each question were put together and related codes and themes were determined.The generated categories were presented to the experts and the agreement rates were calculated by the reliability formula; "P (Percent of Reconciliation) = [Na (Opinion Units) / Na (Opinion Units) + Nd (Visibility Separation)] X100" which was proposed by Miles and Huberman (1994, p.64) and the reliability value was 91.66 %.An agreement was made regarding the codes with the field expert and finalized.Findings of the study will be presented in the form of tables, with frequency values, and will directly be supported by the quotations.The participants were classified by ordinal numbers and the letter "P" was used to represent them.Abbreviations such as Sn for science, Soc.Stud.for social studies, Trk for Turkish, Mat for mathematics were used to represent each field.(E.g., P2-Mat, P9-Trk etc.)

Results
In this section, the findings of research subgoals are presented in order.

Findings of Teaching Process Related to Establishment of Interdisciplinary Relations
The teachers who participated in the research (f=25) stated that they had established a relationship between the courses, and (f =3) stated that they partially established the relationship between the courses.Findings indicate that social sciences are related to Turkish, science, religion and ethics courses; Turkish course is related to social sciences, science, art and religion and ethics courses; Mathematics course is related to Turkish, science, art and religion and ethics courses; science course is related to Turkish, mathematics, art and music.Below are quotations stating how teachers have provided this relationship in the teaching process.
"I believe Turkish course is intertwined with art and science.For example, when you describe something you draw a picture using words, as it was mentioned in Dīwān Lughāt al-Turk and Atabetü'l-Hakayık in 12th century."For example, we talked about the lives of the earliest Turks in the social studies class in an activity that the successful discoveries of the Turks were included.Students easily remembered that the first Turkish nation to adopt a sedentary life was Uyghurs.We also learned that Uyghurs used miniature craft in their architecture."(P5-Trk) "When we are teaching the concept of democracy, we ask students to draw a picture depicting a democratic environment or sing a song about specific wars in the history.We teach them songs to sing especially on special occasions."(P22-Soc.Scn.) "For example, we had a topic called..hmmm ... periodic history.Each student was given a historical scientist to make a presentation about by acting out (with their own costumes and images of these people's works).Later on, each made a story out of their character and the best story was awarded."(P24-Scn) "I can start talking by saying: ''Ataturk wrote a book of geometry, did you know that?".In science class, I can refer to the relationship between liquid measure and volume by mentioning the fact that" Liquids take the shape of the container they are in."etc" (P26-Math)

Findings Related to the Factors Affecting the Implementation of Interdisciplinary Instruction
Teachers' decisions about the relationship between courses often seem to be influenced by the current curriculum (f =14).Factors such as providing effective teaching (f = 6), different course context (f =3), student status (f = 5), teaching experience (f =2) and other (f =1) also affect teachers' decisions.1 indicates that the teachers make interdisciplinary connections by considering curriculum content (f=6) and outcomes (f=4) within the scope of current curriculum.Within the same frame, characteristic (f=1) and the date of the topic (f=1), syllabi (f=1) and guidebooks (f=1) affect the decisionmaking process.Examples of teachers' views on these themes and categories are given below: "I decide to establish this relationship by following the curriculum and content of the courses."(P2-Math.)"The time period in which the topic is discussed is important since other fields may also discuss the same topic at the same time."(P23-Trk) "Of coıurse, I determine the courses to link based on their outcomes."(P24-Scn) The same table indicates that, providing understanding (f=2), attracting attention (f=1), providing permanent knowledge (f=1), increasing learning quality (f=1) ve embodying abstract concepts (f=1) also affect the teachers' decisions.Moreover, inability to relate (f=1), lack of knowledge (f=1), difficulty to comprehend (f=1), individual differences (f=1) and interest (f=1) affect the decision of interdisciplinary teaching as well.Teachers' opinions on related themes and sub-categories are presented below: "I linked the topics together when I think the topic will be understood better by the students.When the students are interested in the topic."(P9-Trk) "I do it to improve the quality of learning by relating abstract topics in mathematics to the topics of other courses.I decide whether to link the topics depending on the students' needs."(P10-Math)"I do it when I see that the students having difficulty in comprehending the topic."(P11-Math) "If I think that the students will not learn the topic when it's not associated with other courses or if I think that the student will learn more efficiently."(P21-Scn)"Based on the guidebook and student differences I decide to link the topics or not."(P25-Trk) "When I see that the students cannot relate the topic to their daily lives, I link the topics together."Another factor that influences teachers' interdisciplinary teaching process is the context of different courses.This theme reveals the effect of the factors such as the preparation chapter for the topic (f=1), that the topic takes place in different courses (f=1), and the appropriateness of the topic to other fields (f=1) on decision-making process.Furthermore, the teachers' decisions are affected by personal experiences (f=1), teacher cooperation (f=1) and current developments (f=1).Some of the comments of teachers on the relevant themes and categories are given below: "I check to learn whether content of the topicis taught in other courses."(P4-Soc.Scn.)"When the topics of history, geography or science courses come up while preparing for the topic…."(P12-Trk) "I make my decision based on my experiences, current developments and the suitability of the topic for other courses."(P26-Math)

Findings on the Importance of Establishing Interdisciplinary Relationship
As shown in Table 2, participants consider interdisciplinary teaching to be important in terms of providing effective learning (f =14) and the nature of knowledge (f =13).In addition, interdisciplinary relations are important in terms of providing qualified teaching services (f =6), affective outcomes (f =4) and supporting the development of cognitive skills (f = 3).In Table 2, categories of the related themes are presented.Table 2 shows that teachers find interdisciplinary teaching to be effective due to the reasons like increasing the permanence of the knowledge (f=6), making knowledge relatable to the daily life (f=3), facilitating understanding of the topic (f=1), increasing the level of readiness (f=1), raising awareness about the topic (f=1), facilitating recollection (f=1), and saving time for learning (f=1).Below are the teachers' statements regarding this point: "Different courses should be associated with one another.For example, the topic of scales in social sciences can be related to the the topic of ratio in mathematics.Students, then, can relate mathematics to real life." (P10-Math) "I find it very important in terms of getting feedback from the students and preparing them for the topics in other courses.This helps accelerate the learning process" (P17-Scn) "Yes, I find it important.Students seem to understand the importance of the topic better in that way.They can make connections between the courses and remember what the other teacher said about the topic."(P18-Scn)"Yes, I find it important.In order to make our courses more effective and lasting, we need to associate them with different courses.Permanent learning is achieved when outcomes of different courses correspond to one another."(P28-Trk) These statements are generally about the fit between the nature of knowledge and interdisciplinary teaching.In this theme, complementary nature of the courses (f=5) and holistic structuring of knowledge (f=4), course density (detailed, different) (f=2), the inadequacy of one discipline (f=1) and the relatable nature of knowledge (f=1) were emphasized.Below are statements of teacher opinions that support these findings: "Interdisciplinary teaching is a necessity for social sciences.It is often unsatisfying to try to solve a problem from the aspect of only one discipline."(P16-Trk) "Yes, I find it important.It is important that mathematics is related to courses like chemistry, biology and science, and that they cannot be considered separate from each other."(P26-Math) According to the teachers, the interdisciplinary teaching practices are based on revision and consolidation of the topics (f=2), being able to use different methods (f=1), provision feedback (f=1), stimulating the multiple intelligences (f =1) and preventing discipline problems in class (f =1).Some of the statements are as follows: "It is a very effective way to teach since in this way the courses support and provide revision for each other."(P1-Soc.Scn.) "Yeah.The student is, thus, able to acquire knowledge in a holistic way and realize that that knowledge serves in every aspect of life."(P23-Trk) Table 2 indicates that interdisciplinary teaching approach is important because of its affective contributions.In this sense, the teachers cited the reasons such as its being interesting (f = 1), providing fun in the lessons (f = 1), increasing the love for the course (f = 1) and causing an interest for other courses (f =1) to emphasize the importance of interdisciplinary teaching approach.Moreover, in terms of developing mental skills by making a transfer of knowledge among courses (f=2) and versatile thinking (f =1).Some excerpts from the views of the teachers on the relevant themes and categories are presented: "This way, students have a chance to make use of their knowledge in other courses."(P15-Math) "Yeah, it is especially important for science.Science itself is related to many lessons because of life itself.When these relations are noticed, the whole structure will be realized.I also believe that when students are involved in different areas of intelligence, learning can take place in every individual.The discipline problems in the classroom is reduced and lessons are more fun, so even the students with low grades like the lessons."(P24-Scn)

Findings on the Effects of Interdisciplinary Instruction on Students
The teachers who participated in the study stated that the most effective factor of interdisciplinary teaching on students was the affective factors (f=29).The teachers also stated that the application of interdisciplinary teaching provides learners with effective learning (f=24).As a result of teachers' observations, improving students' thinking skills (f=8) student context (f=1) and recognition and shaping (f=1) themes were also constructed.It was also mentioned that general role of the approach (f=4) has a positive effect on the students.Table 3 below presents categories of related themes.Table 3 shows affective effects of interdisciplinary teaching observed by the teachers.The teacher participants mention their observations by saying appealing to the students (f=7), students realize the necessity and functionality of knowledge (f=3), it increases self-confidence (f=3), preventing boredom in the class (f=3), stimulating positive feelings (happiness, satisfaction etc.) (f=3).The teachers talk about students' feelings such as stimulating students' curiosity (f=2) and motivation (f=3).In addition, feeling motivated (f=1), being surprised to see the relation between knowledge (f=1), internalizing the topic (f=1) and feeling satisfied (f=1).Here are some statements of teachers that support these findings: "Of course it affects the learning process positively.When I say '' You should know this from X course.''and they immediately answer ''Yes, we remember.''At that moment I give the floor to them to let them show what they know about the topic."(P8-Trk) "The student who makes a connection with different courses are surprised at first.…" (P10-Mat) "…It's a different kind of excitement for them (students).They follow the lessons more eagerly" (P12-Trk) "Students are clearly more interested in courses and they have fun during lessons…" (P24-Scn) Table 3 also indicates the positive effects of interdisciplinary teaching practice by increasing the permanence of knowledge (f=5), encouraging the active participation (f=4), making recollection of knowledge easier (f=3), embodying the knowledge (f=2), increasing level of learning (f=2), guiding students towards research and observation (f=1), consolidation of knowledge (f=1), making learning easier (f=1), providing understanding (f=1), and providing students with a chance to express themselves in different fields (f=1).Here are some teacher statements about relevant categories: "I think positively of this approach since it makes students participate in these lessons.This affects learning positively."(P6-Math) "…Students remember the topics from different courses" (P19-Soc.Scn.) "The student can learn the topics in detail from different aspects.For example, when we are talking about marble art, students say that they do it in their art class.Science and technology theme can be related to the science course and in this way students get more curious about the topics like space and robotics."(P23-Trk) "I'm a teacher of a verbal course.And if there are students who are predisposed to artistic content such as painting, music, etc., learning becomes permanent for them."(P25-Trk) "… The most important and positive outcome to me is that interest and success rate of the students with low GPA, even the ones with discipline problems, increase."(P24-Scn) Teachers stated that interdisciplinary teaching practices provide students with high level of thinking skills (f=4) different perspectives (f =2) and perspective to relate the topics to their everyday life (f=2).Some of the opinions of teachers regarding the related themes and categories are as follows: "… students gain different point of views" (P1-Soc.Scn.)

"I believe students are positively affected (by interdisciplinary approach). The students see their deficiencies in different courses and work on them... In this way we support student creativity and production." (P21-Scn)
Participants also mentioned some of the qualities of interdisciplinary approach such as the topic gains importance/value (f =2), courses are not routinized (f=1) and supporting the STEM approach (f =1).Moreover, since the effect of the application changes according to the individual differences (f=1), it is mentioned that it is possible to detect and eliminate the deficiencies of students with this approach (f =1).Some of these findings are as follows: "This approach pioneered some of the international educational approaches such as STEM…" (P21-Scn)

Findings of Teachers' Needs and Expectations for Interdisciplinary Teaching
The teachers who participated in the research indicated that they need the factors under the titles of effective teaching design (f =25), teacher competence (f =23) and current curriculum (f=21) in order to implement interdisciplinary teaching practices.Moreover, teachers stated that student context (f=8) and expectations from the MEB (Ministry of National Education) (f= 2) are among the needs and expectations.Table 4 shows the related themes and categories with their frequency values.4 shows that the most frequently stated needs and expectations of teachers, which are; interdisciplinary teaching sources (f=12), cooperation/coordination among teachers (f=9) and sufficient time (f=7), respectively.Some of the opinions of teachers regarding these themes are as follows "I personally need the cooperation, observations and suggestions of other teachers to do interdisciplinary teaching."(P8-Trk) "Because of the ten-minute breaks we need additional time."(P9-Trk) "We need sufficient amount of time for interdsciplinary practices."(P11-Math) "All kinds of documentaries, CDs and magazines should be sent to schools and these should be included in the course outcomes."(P17-Scn) "Lessons and workbooks should be prepared to support interdisciplinary studies.Books should be enriched by such (interdisciplinary) activities."(P21-Scn) Other needs that teachers pointed out were preparing interdisciplinary curriculum/plan (f=2), sample activities (f=1), appropriate physical conditions (f=1), technology/the Internet support (f=1), and coursebooks and workbooks (f=1).Table 4 shows that there are a number of situations in which teachers want to gain competence.Teachers are in need of preparation for lessons (f=4), having the content knowledge and skills related to other subjects (f=4), emotional preparation (having discipline, curiosity and ambition) (f=1), inservice training (f=1), ability to cope with problems (f=1), student recognition activities (f=1).Some of the opinions of teachers regarding these themes and categories are as follows: "We need to know the skills and knowledge that we are going to teach and make connections between them."(P2-Math) "I personally need the syllabi of the courses to see their outcomes and match mine with them."(P11-Math) "It is a must to come prepared for the lesson.If I know what to discuss then I would know what I would relate to which course.Better to have the necessary materials under my hand.Sometimes I forget to say things and it may take me some time to get fully prepared for the lesson.For example, this year I made a connection that I have never done before.A text in our book is written by Selahattin Eyuboglu and also mentions his brother Bedri Rahmi Eyuboglu.I was going to tell the kids that he was a painter and a poet, they said: "We saw his paintings in visual arts class."For the first time we made a relationship with a different course."(P5-Trk) "First of all our own background knowledge is very effective.Apart from this, we need the Internet for the transfer of information and images.." (P13-Trk) "We actually need to receive training on this matter."(P22-Soc.Scn.) The teachers stated some of their expectations regarding the role of interdisciplinary teaching in the current curriculum.They made an emphasis on the content and outcomes of the curriculum.In particular, teachers have touched on the needs of the curriculum related to the content of the program in terms of coordination among topics (f=4), joint topics and themes (f=3), integrated curriculum (f =2) and the clearness of the boundaries of the subjects (f=1).In terms of outcomes, determination of joint outcomes(f=3), simple and clear outcomes (f=2), the annual plan divided into units (f =1), the fit between contents and outcomes (f =1) are needed.In addition, reduction of curriculum load (f=3), curriculum update (f=1) and flexibility of the curriculum are among the expectations of the teachers.The following are the statements of the teachers regarding these categories: "There is a need for co-operative studies of common outcomes for each classroom level.Lesson plans can be used for this purpose."(P4-Soc.Scn.)"Outcomes should be determined and then they should be presented in an appropriate content in line with the other disciplines."(P15-Math) "I need boundaries regarding a specific topic in relevant courses.Because a topic or unit in the science course can also be taught in social studies.It can also be taught in geography.The problem will be solved if I know what the topic covers."(P17-Scn) '....and it should be updated so as to help teachers.''(P21-Scn) "The number of outcomes must be reduced.In addition, activities should be prepared in this regard, which is a time-consuming process.There should certainly be resources for interdisciplinary activities each branch."(P24-Scn) "In mathematics, the current topic should be in line with the other branches.Especially for the science course ..

." (P26-Math)
Table 4 also shows that the teachers have expectations related to the students.It indicates the expectations of strengthening the students' thinking skills (f=4), attracting students' attention (f=1), reduction of the number of students (f=1), attendance of students (f=1) and forming of grades (f=1) as well.In addition, the teachers need MEB to give more importance to this matter (f=1) and prepare a content for EBA training portal (f=1) .The statements of the teachers regarding these categories are given below.
"The formation of level classes or the simplification of the topics would make it easier for us to practice this approach."(P11-Math) "No student studies at home, does homework or questions anything.We should be able to raise individuals who read books, come to school prepared, analyze and synthesize."(P18-Scn) "Ministry of National Education needs to sort this situation out... Teachers need to take their jobs more seriously and do what needs to be done regarding this matter.... Educational content such as EBA should be added to the training portals in which we can conduct interdisciplinary studies."(P21-Scn)

Discussion, Conclusion & Implementation
Curricula are the most powerful guidebooks for teachers to manage learning processes.Each curriculum has a general philosophy and an approach to put this philosophy into practice.Teachers are expected to help students gain relevant behaviors within the boundaries of the curriculum.The findings of this study show that design of interdisciplinary teaching process have been based on current curriculum.Current curriculum, the purpose of effective instruction, student characteristic, context of the courses and the experiences of the teachers affect teachers' decisions about interdisciplinary teaching practices.These results coincide with the results of the study of Karakuş et al. (2016), which showed that the teachers paid attention to ''the fit among topics, courses, curriculum and students together with the cooperation among teachers'' to be able to make use of the interdisciplinary approach.Ultimately, these results indicate that the effective implementation of interdisciplinary teaching is mainly based on the factors of curriculum, teacher and student.
Findings of the research show that connection among courses is not limited to only one discipline.That is, courses of physical and social sciences, or Turkish and mathematics can be related to one another.Similarly, Karakuş et al. (2017), found in their study which was aimed to determine the views of science and mathematics teachers towards interdisciplinary approach that mathematics and physical science courses could be related to the courses of "social studies, Turkish, visual arts, history, geography, physical education, music, technology and design".This indicates that teachers do not employ a traditional viewpoint of conducting their lessons; instead, they try to determine the connections between courses.Güneyli, Özder, Konedralı and Arsan (2010) found that correlations of mathematics, social sciences, science, English and music lessons are remarkable in their study in which they try to determine the relation between students' achievements in Turkish lessons and other lessons.They emphasized the importance to discuss the understanding of dividing the courses into two categories as numerical and verbal and elimination of this distinction.Therefore, all these results reveal that it is possible to link social or physical sciences subjects to each other with the help of interdisciplinary teaching.
With interdisciplinary approach, students improve their individual understanding skills according to constructivism (Marshall, 2005;Wood, 2009, p.7).Moreover, in this process, the student will not feel confined to the way of thinking of a specific discipline, but will perceive disciplinary information as a means of reaching their own goals or solving problems they encounter (Yıldırım, 1996).In the research, interdisciplinary teaching approach is considered important by the teachers because it increases the permanence of knowledge, facilitates recollection and understanding, enhances effective participation, increases the level of learning and relates to the daily life, stimulates multiple intelligences and positive attitudes, provides teachers with different teaching methods and improves thinking skills of students.
Because of the complementary nature of the lessons and the holistic view of knowledge have increased the importance of the approach in the teachers' eyes.This also provides students with repetition of the topics.The results of this research are in line with the study of Karakuş et al. (2017) in which teachers found interdisciplinary teaching useful in terms of "facilitating learning, relating the topics to real life, consolidation of the topics, increasing permanence of knowledge, providing effective use of time, facilitating classroom management, and holistic understanding of the topics".In this case, it can be said that the teachers' observations about the effect of interdisciplinary teaching on learning are positive and these results also overlap with the theoretical basis.
The interdisciplinary teaching approach is crucial in revitalizing the teaching environment, ensuring that students use their creativity and, most importantly, encouraging them to become involved in class (Aybek, 2001).According to Jensen (2006, p.71), the cognitive aspects of individuals are often more noticeable.Moreover, most of the learning behaviors are related to affective domain.Teachers believe that interdisciplinary teaching supports students' cognitive and affective developments, enhances their self-esteem, motivation and creativity, makes them feel happy, satisfied and provides them with multifaceted thinking.The studies of Yarımca (2010), Barış (2016) Karakuş et al. (2017) also support these results.In addition, the interdisciplinary learning approach encourages the understanding of STEM concepts (Asghar, Ellington, Rice, Johnson, & Prime, 2012).In this study, it was emphasized that interdisciplinary teaching practices pioneer international education approaches such as STEM.This result shows that these two approaches are linked to each other.
It is possible to say that there are a number of needs and expectations of teachers in interdisciplinary teaching practices, as in many other teaching processes.For one thing, interdisciplinary teaching practices require a long time to work (Wood, 2009, p.14).In a study conducted jointly by Santau and Ritter (2013), the research-based interdisciplinary teaching approach revealed that the subject areas could not reinforce teachers' management skills due to lack of resources.Likewise, in the studies of Dervişoğlu (2013) and Akyol (2015), teachers' lack of knowledge related to the approach, lack of time, intensive content of the approach, lack of cooperation among the groups and lack of hardware in schools were listed as limitations.In this research, it has been determined that teachers need adequate teaching resources, adequate time, technological support and suitable classroom environments.Teachers want to have sufficient knowledge and skills of the different courses to be able to make connections between them.They also want to prepare appropriate lesson plans and to collaborate with other teachers.In their study, Yeung and Lam (2007) pointed out that teachers needed much more professional input on program integration to achieve their goal of providing quality integrated programs.Similarly, Karakuş et al. (2016) pointed out that for interdisciplinary teaching, teachers needed appropriate curriculum, setting and materials to be able to practice interdisciplinary approach.These results show that interdisciplinary teaching practices can be carried out more effectively through programs that are more explicitly prepared.The interdisciplinary teaching approach in our country took place in 2005 primary education curriculums.However, this approach has not been tailored to appropriate teaching designs, and has been left to the qualifications of teachers.Taşdemir and Taşdemir (2011) also emphasized that the curriculum encouraged the interdisciplinary relations, but it was not organized according to the requirements of this approach.For this reason, teachers may have certain expectations regarding this matter.Another issue is that the content of the current curriculum cannot be adequately elaborated in the context of interdisciplinary connections.The amount of the content load of the current curriculum is perceived as an obstacle for the approach to be able to put into practice, which leads teachers to have specific demands and expectations.
The interdisciplinary teaching approach has many features that will benefit students.It is necessary to encourage students' thinking skills in the interdisciplinary approach-based teaching process (Budak Coşkun, 2008;Lattuca et al. 2004).Özçelik (2015) also suggested that long-term practices should be made in the development of high-level skills involving problem solving.In this research, teachers clearly stated that they need activities to improve students' thinking competence.This approach is closely related to reasoning skill, since it is based on making and understanding connections.Making connections is closely related to the thinking processes and requires higher mentation than recitation.For this reason, teachers may need activities throughout the program to enhance students' level of reasoning.In the context of all these results, the following suggestions have been developed:  By clarifying the outcomes and topics of the current curriculum, relevant curriculum can be designed and updated accordingly.
 Course books including interdisciplinary teaching practices can be prepared to support the practice of teachers.
 MEB can evaluate the courses and course books in terms of suitability to interdisciplinary teaching and make timed calls for preparations of relevant curriculum.
 MEB can meet the schools' material needs and organize appropriate learning settings so that interdisciplinary teaching approach and other teaching practices supports can be carried out effectively.
 In-service training seminars on how to practice interdisciplinary teaching based on co-operation can be prepared for teachers.
 In terms of undergraduate education, training related to the planning, practicing and evaluating the interdisciplinary approach can be provided for teachers. .

Table 1 .
Table 1 indicates subcategories of factors that affect teachers' decisions to provide interdisciplinary relations.Findings Related to the Factors Affecting the Implementation of Interdisciplinary Instruction.

Table 2 .
Findings on the Importance of Establishing Interdisciplinary Relationship.

Table 3 .
Findings regarding the Effects of Interdisciplinary Teaching on Students.

Table 4 .
Findings regarding Teacher Needs and Expectations about Interdisciplinary Practices.