Abstract:

The purpose of the study is to investigate how science teachers view teaching a multidisciplinary subject, specifically with regard to natural science in grade 8. The researcher’s objective is to help grade 8 teachers of natural science teach the subject impartially and with an emphasis on teaching natural science as a multidisciplinary subject. This will guarantee that every field that makes up natural science—such as physics, chemistry, biology, and geography—undertakes extensive study and research. Up until now, the emphasis in education has been on the multidisciplinary approach, which calls for significant autonomy for each discipline. One striking illustration is the way natural science is taught in our schools as physics, chemistry, and life sciences. These days, learning knowledge and skills in isolated subjects is no longer sufficient for students; they also require more practice applying them as well as the resources to solve problems in their everyday lives. The ability to act and solve problems is predicated on the integration of knowledge and skills, or their merging in a specific life situation with a specific purpose at a specific moment. In real life, there are no distinct disciplines. It implies that a higher standard should be set for the new educational paradigm. . A qualitative method was used to collect data. Data was collected from Grade 8 Natural science teachers and it was analyzed using thematic analysis. The findings indicated that teachers have difficulties in teaching Natural science as a multidisciplinary subject and they were either specialized in two subjects during their teacher training.

Keywords:

Multidisciplinary, CAPS, Teaching and learning Natural Sciences, Self-Efficacy, Professional development, Zone of Feasible Innovation (ZFI) and Positive interdependence.