Russian Federation
The article is devoted to an actual problem of integration of school courses in physics, chemistry, biology, ecology and physical geography. The author analyzes the content of the concept of integration of science education and enumerates the positive effects of its implementation. The article also presents the three levels of the integration: intra-, inter- and transdisciplinary. The author thoroughly describes methods of interdisciplinary integration, stopping on interdisciplinary communication, integrated lessons and integrated courses. The article revealed issues of interdisciplinary integration and suggest ways to overcome them. In conclusion, the author comes to the conclusion that the integration of science education is an urgent 9mki0problem of general education. To date, there are a number of successful solutions for this problem. In this article we have tried to summarize some material on this issue.
integration, natural sciences, integrating science disciplines, interdisciplinary communication, integrated classes, integrated courses
