A model of interdisciplinary teaching of ecology in the high school

Abstract

In this paper, we present the results of pedagogical studies of biology lectures in a high school. The subject Ecology is realized in the second year of high school during 14 classes employing an interdisciplinary approach (correlation of terms from Biology, Geography, Chemistry, Physics and Mathematics) in an experimental (E) group and compared to traditional classes in a control (C) group. Students from the E group achieved significantly better success in the final test (70.60 points average) and retest (57.60 points average) than students from the C group (51.80 points at final test and 40.60 points at retest). These results point to the greater efficiency of the model of interdisciplinary teaching of ecology in relation to the traditional approach and we recommend the former to be more utilized in biology classes.