This article highlights the scientific-theoretical and practical-methodological foundations of developing students’ interdisciplinary integrative thinking competencies in teaching biology. The study is aimed at developing students’ holistic scientific worldview, analytical thinking, creativity, inventiveness, reasoning skills, and ability to solve problem-based situations by teaching biological topics in close connection with physics, chemistry, and mathematics. The article analyzes the effectiveness of the proposed methodology based on an interdisciplinary integrative lesson model, a system of tasks, assessment criteria, and the results of pedagogical experimental work.

Biology education, interdisciplinary integration, integrative thinking

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