Volume/Issue :

Article type :

Editorial

Page No :

4-6

Abstract :

The development of the natural sciences in the XXI century is characterized by the need for a comprehensive solution of fundamental problems shared by experts in various fields. Advances in science are reflected in the content of modern education. Science in school education most often represented by a set of individual academic disciplines, such as chemistry, physics, biology, geography. Interdisciplinary communication is a reality expression of the integration processes in the study of these disciplines. Illustration of the material unity of the world around us, to demonstrate the possibilities of science to explain, modeling and reproduction of natural processes in the laboratory have a priori that the difference. In the practice of school education widespread the integrated courses of natural science too. Described trends in the development of science education in good agreement with the economic development strategy "Europe 2020: a strategy for intelligent, sustainable and inclusive growth", one of the activities of which is to enhance the performance of education systems and to facilitate the involvement of young people into the labor market.

Keywords :

interdisciplinary communication, integrated courses, science education, school education

References :

Barroso, J. M. (2010). EUROPE 2020: A strategy for smart, sustainable and inclusive growth. Brussels: European Comission.
Bayer, R., Hudson, B., Schneider, J. (1993). Transformation of chemistry experiments into real world contexts. Journal of Chemical Education, 70 (4), 323 – 324.
Bratennikova, А, Vasileuskaya, A. (2002). Questions of chemical content in the integrated courses of natural sciences. Journal of Baltic Science Education, 2, 67 – 74.
Burden, J. (2007). Twenty first century science: developing a new science curriculum. Science in School, 5, 74 – 77.
Burmeister, M., Rauch, F., Eilks, I. (2012). Education for sustainable development (ESD) and chemistry education. Chemistry Education Research and Practice, 13 (2), 59 – 69.
Human and Nature. ICT-based integrated course of natural sciences for classes 5, 6 [Electronic resource]. Retrieved from http://www.wsis-award.org/winner/human-and-nature-ict-based-integrated-course-natural-sciences-classes-5-6-45620100621. Date of access : 12.02.2015.
Van Seters, J. R., Sijbers, J. P. J., Denis, M., Tramper, J. (2011). Build your own second-generation bioethanol plant in the classroom! Journal of Chemical Education, 88 (2), 195-197.
Василевская, Е. (2007). Минералы: природные соединения и лабораторные имитации. Gamtamokslinis ugdymas/Natural Science Education, 2 (19), 60 – 69.
Соколова, И. И., Мардер, Л. М., Зайко, Т. Ю. (2004). Модель межпредметной интеграции в образовательной области «Естествознание» в старшей школе. Естествознание в школе, 3, 14 – 19.
Теремов, А. В. (2004). Интеграция школьных предметов естественнонаучного и гуманитарного циклов: необходимость и возможность. Естествознание в школе, 4, 18 – 23.

Cite as :

Vasilevskaya, E. (2015). Ectestvennonauchnoe obrazovanie v shkole: integrativnyj podhod i prakticheskaja napravlennost' [Science education in school: Integrative approach and practical orientation]. Gamtamokslinis ugdymas / Natural Science Education, 12(1), 4-6. https://doi.org/10.48127/gu-nse/15.12.04