Interdisciplinary Approach and Teaching of Selected Interdisciplinary Topics in Chemistry and Biology at Czech Grammar Schools
Abstract
The aim of this paper is to introduce the results of a survey which deals with a topic interdisciplinary approach in chemistry and biology in Czech grammar schools. The survey was carried out in 2017, 218 secondary school teachers participated.
Teachers were sent a request to fill a questionnaire. The results have shown that knowledge of chemistry and biology is more often interconnected by teachers with a qualification in chemistry and biology than by teachers with a qualification in biology without chemistry or chemistry without biology.
The main restriction of integration is that similar topics in chemistry and biology are not taught in the same period. Especially for teachers with qualification in chemistry without biology and biology without chemistry insufficient knowledge of the second subject is problem too.
Interconnection can be supported by appropriate teaching materials or teacher training courses that extend the knowledge of the second subject. Respondents prefer rather lower forms of integration, such as preserving separate subjects with an emphasis on interdisciplinary relationships.
As for teaching materials, the respondents prefer the manuals for practical tasks, powerpoint presentations or worksheets which can be used in common lessons. From the topics offered, respondents mostly do not teach detection of different substances, phytoremediation, nanoparticles and nanomaterials, influence of stressors on plant growth.
At least marginally mentioned topics are the metabolism of plants, natural substances and their use, biocatalysis and bioinhibitors, proteins or nucleic acids. The questioned teachers showed interest especially in teaching materials for topics of substance toxicity, nanoparticles and nanomaterials, natural substances and their use, or genetically modified organisms.