The Impact of Technology-Supported Interdisciplinary Integration on Critical Thinking and Creativity: The Perspective of Pre-Service Teachers

Abstract

In the present study it is aimed to investigate the pre-service science and mathematics teachers’ opinions on the effect of technology-supported interdisciplinary activities on critical thinking and creativity. This study was designed as a case study, a qualitative research method. A total of 17 pre-service teachers were selected for the current study. Four questions were included in the survey to gauge pre-service teachers' opinions on the impact of technology-supported interdisciplinary integration on critical thinking and creativity. Research was undertaken to gather information from the relevant literature while formulating the questions. Due to the pandemic, the technology-supported interdisciplinary science and mathematics integration course was delivered via remote education. This research was carried out throughout the academic year 2020-2021. The data collection method was used as an online form for the participants. The online technology-supported interdisciplinary course application was completed during 25 hours of instruction. TUBITAK financed this course in the 2021/1 term under the project code 1129B372100437 as part of the 2237-A program. Content analysis was used to examine the data gathered from the open-ended question form. It was concluded that the pre-service teachers participating in the study generally had positive views about technology-supported interdisciplinary activities. Participants stated that in the student context, the activities increased students’ interest in the lesson, enabled a holistic perspective, provided solutions to real-life problems, and improved their thinking skills. The responses received from the participants indicate that these activities have a positive effect on critical thinking skills in the context of both the student and the teacher