Purpose: The aim of this study was to evaluate the validity and reliability of integrated planning in meaningful learning.
Materials and Methods: The statistical population of the study is female fourth grade high school students in Tehran’s 14th district of education in the academic year of 2011.
Findings: The findings showed that interdisciplinary education gives meaning to learning. In the disciplinary or thematic approach, students can not use their experiences in school or in real life, so an integrated and interdisciplinary curriculum is provided. With the new approaches that have been created in recent years in the education programs of countries, education professionals have turned to integrated planning by breaking the traditional boundaries. Interdisciplinary orientations in scientific studies in the future will no longer be a choice, but a compulsion.
Conclusion: The results of data analysis showed the effectiveness of teaching methods based on integrated or interdisciplinary planning compared to the discipline method and separate topics.