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A descriptive scanning model supports the quantitative component, using a phenomenological method to analyze results from the Interdisciplinary Teaching Approach Questionnaire. Qualitative insights come from semi-structured interviews. Participants include 413 classroom and branch teachers from Denizli central districts. 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The study seeks to examine the views of teachers about the interdisciplinary approach and their level of use of this approach in primary and secondary education curricula. To this end, the explanatory mixed design was employed in the study. A descriptive scanning model was employed for the quantitative dimension of the study. In the quantitative dimension, the phenomenological method was used. The Interdisciplinary Teaching Approach Questionnaire was utilized to gather quantitative data, and qualitative data were gathered through a semi-structured interview form. The sample of the research is composed of 413 classroom and branch teachers working in official primary and secondary schools in the central districts of Denizli. Consequentially, it can be argued that teachers have positive views on the interdisciplinary approach. Further, the teachers found the interdisciplinary approach relatively useful, however, they did not effectively implement it in in-class activities as this approach was not sufficiently incorporated into the curriculum . Teachers' views on the interdisciplinary approach differed by the variables of professional seniority and teaching level, whereas the gender variable was not found to be a significant predictor.\u003Cbr>Keywords: Primary education, secondary education, interdisciplinary approach, interdisciplinary teaching. |\n| --- |\n| E-mail: [akanmaz45@gmail.com](akanmaz45@gmail.com). |\n\nINTRODUCTION  \nHumanity is inevitably making progress since it thrives to understand the universe. In the meantime, various scientific disciplines have emerged, and these newly emerging disciplines need to set clear boundaries as well as use different strategies and methods (Yıldırım, 1996) . Thus, each scientific disciplines evolve autonomously to maintain its existence and conduct more in-depth studies. New fields of study have emerged to meet the needs of today’s world, and as a result the limited nature of the disciplinary approach insufficiently addresses the managing and teaching of these fields (Turna et al. , 2012) . Therefore, the concept of an interdisciplinary approach, in which subjects from several disciplines are brought together in an effort to illuminate an event or a complex phenomenon, comes to the fore (Jacobs, 1989) . Interdisciplinary teaching is related to holistic teaching which uses knowledge, skills and learning outcomes in  \ndifferent subject areas to clarify any issue or phenomenon (Yıldırım, 1996) . The process of global change has made an enormous impact on scientific studies as well as in every field. In particular, changes in the political, social and economic areas directly influence the education process. Additionally, scientific and technological advancements today have improved efficiency levels compared with previous periods. In this respect, existing knowledge falls within the boundaries of another discipline and thus results in the creation of different disciplines and subject areas. Further, the boundaries of scientific fields that emerged in the previous process are gradually expanding as a result of recent developments (Baykal, 2004) . Global developments manifest themselves in the field of education as well. At this point, education and education curriculum allow students to adapt to a rapidly changing  \nKanmaz 201  \nsociety. It is thus worth stating that the interd","cbCairXH52bzDMny","https://ap.wps.com/l/cbCairXH52bzDMny","pdf",233899,11,"English","# Abstract\n# Introduction","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine teachers’ views on the interdisciplinary approach, its perceived benefits, the level of use, and its place in primary and secondary education curricula.\"},{\"question\":\"How was the research designed and conducted?\",\"answer\":\"An explanatory mixed design was used. The quantitative part employed a descriptive scanning model and phenomenological method, while qualitative data were collected via semi-structured interviews.\"},{\"question\":\"How were teachers’ views on interdisciplinary teaching determined?\",\"answer\":\"Quantitative data were gathered with the Interdisciplinary Teaching Approach Questionnaire, and qualitative data were gathered through semi-structured interview forms.\"}]","African Educational Research Journal - Full Length Research Paper - A study on interdisciplinary teaching practices: Primary and secondary education curricula | PDF",1792071217,28]