Publication Details
Abstract
This article highlights the methodological aspects of integrating physics with chemistry, biology, and mathematics in academic lyceums. In today’s educational process, it is not sufficient to teach students each subject separately and in isolation. This is because natural phenomena and processes are explained not within the framework of a single discipline, but through the interrelation of several subjects. For example, although heat exchange is a physical phenomenon, in biology it is studied in connection with body temperature, cellular activity, and metabolism; in chemistry, with reaction rate and energy changes; and in mathematics, with functions, graphs, equations, and quantitative calculations. Therefore, teaching physics in academic lyceums in integration with chemistry, biology, and mathematics deepens students’ knowledge, broadens their scientific worldview, and develops their skills in solving practical problems, analyzing situations, conducting experiments, and drawing conclusions. The article analyzes the content of the integrative approach, ways of applying it in the teaching process, interdisciplinary problems, laboratory work, project activities, and the possibilities of using graphical and mathematical modeling. It also identifies the methodological tasks facing the teacher in effectively organizing the relationship between physics, chemistry, biology, and mathematics in academic lyceum conditions.