Teachers’ Perspectives and Practices in Implementing Interdisciplinary Approach in Teaching Science

Lloyd Vincent P. Gondao and James L. Paglinawan
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Lloyd Vincent P. Gondao: Graduate Student, Central Mindanao University
James L. Paglinawan: Faculty, Central Mindanao University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 960-969

Abstract: This qualitative study explored science teachers’ perspectives and practices regarding the implementation of interdisciplinary approach within the Philippine educational context, specifically at Bangcud National High School, Malaybalay City, Bukidnon. Employing a descriptive phenomenological design, the research aimed to understand the lived experiences of ten (10) junior high school science teachers selected through purposive sampling. Data was gathered through structured interviews, analyzed using Colaizzi’s method, and revealed several key findings. The teachers’ decisions to specialize in science were primarily driven by their personal interest and passion for the subject, which they then sought to share with their students. They generally agreed that the interdisciplinary approach improved learning and engagement, especially when concepts were connected to real-world problems. In practice, teachers integrated multiple disciplines, like math, history, art, and language arts, into their science lessons, using real-life applications. However, they encountered challenges, most notably time and resource constraints that limited their ability to plan and coordinate interdisciplinary lessons effectively. To manage these challenges, the teachers emphasized collaboration with colleagues and the need for support from school leaders. The study concludes that a teacher’s passion significantly affects their approach, that interdisciplinary methods are valuable for student engagement, and that while teachers actively integrate diverse disciplines, time and resource limits significantly impede effective implementation. The findings highlight the need for targeted professional development, adequate resource allocation, structured collaboration, and strong administrative support to improve interdisciplinary teaching practices. Future research may explore the impact of specific strategies on student outcomes, the role of technology, and comparative studies across diverse educational settings.

Date: 2025
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