Abstract:

Educational systems in Slovakia and many other countries maintain teaching science at the both lower and upper secondary levels within three separate subjects – biology, chemistry and physics. On the other hand the most important goals of science education include development of scientific literacy and understanding of integrated natural systems. Clearly, the comprehensive understanding of natural phenomena cannot be reached only by knowledge of one of the science subjects. Therefore the application of the cross-curricular approaches in teaching science subjects is required. These approaches to teaching are characterised by sensitivity towards, and a synthesis of, knowledge, skills and understandings from various subject areas. They emphasized not only the scientific knowledge, but the understanding of science research methods is important, too. This can be obtained with the use of inquiry-based activities in science subjects lessons that provide students possibilities to experience how science works.

The aim of this paper is to introduce the strategy for the use of cross-curricular approaches in inquiry-based activities in science education that was implemented within the Chain Reaction project. The project targeted 14- to 16-year-old students who in groups investigated an interdisciplinary research problem within the realistic scenario and then presented their findings and experiences at national or international events.

The introduced examples of activities – Ozone conference and Feed the World – have included knowledge of chemistry, biology, physics and geography. They have aimed to actively engage students in learning science and to enable them to experience the excitement and challenges of experimental science and research.

The feedback from the teachers and students that was gained with the help of evaluation questionnaires indicates a positive impact of the used approaches to the development of students’ skills and motivation to learn science subjects.

Keywords:

Inquiry-based science education, secondary level, inquiry skills, ozone, nitrogen-based fertilisers.