A model for professional training of teachers to implement interdisciplinary integration in science education: an experimental justification of its effectiveness

this article presents the results of an experimental validation of a model for professional training of teachers to implement interdisciplinary integration in natural science education for schoolchildren. The study is based on an analysis of the professional needs of 207 science teachers and a pedagogical experiment involving 54 students from two ninth grades and 8 teachers. The developed model includes a theoretical, practical, and reflective component, as well as a methodological support community, operating on the basis of an active-activity approach using digital technologies. The effectiveness of the model was assessed using four criteria of teacher readiness: cognitive, operational, personal-motivational, and reflective. The results of the two-phase experiment showed a statistically significant increase in student academic performance from 3.6 to 4.1 points, the development of interdisciplinary competencies from 34% to 78%, the success rate in completing integrated assignments, and an increase in motivation for studying natural sciences 5.6 times higher than control indicators. Teachers' professional growth was characterized by an increase in the number of integrated lessons from 0-1 to 8-12 per semester, with a quality score of 4.4 out of 5. The data obtained confirms the effectiveness of the proposed model and the potential for its widespread application in the professional development of science teachers.

interdisciplinary integration, teacher professional development, science education, pedagogical experiment, educational competencies, methodological community, digital technologies