METHODOLOGY FOR INTEGRATED TEACHING OF GENERAL PHYSICS TO CHEMISTRY AND BIOLOGY STUDENTS

Abstract

In chemistry and biology degree programs, general physics is frequently taught in isolation from professional subjects, and students who can manipulate equations often fail to apply them to chemical or biological phenomena. Aim. The study aims to develop and substantiate a methodological model for integrated teaching of general physics to chemistry and biology students. Methods. The research is based on theoretical and methodological modeling: comparative analysis of scientific literature and curricula, systematization of physical laws, selection of professional contexts, construction of illustrative quantitative tasks, and design of an assessment rubric. Results. A five-stage integrated teaching algorithm is proposed (selecting a physical law, situating it in a professional context, constructing a model, carrying out an inquiry task, and evaluating the outcome), together with six content-selection criteria and an integration map of general physics topics. The algorithm is illustrated through quantitative tasks on diffusion, osmosis, heat transfer, electrical conductivity of electrolytes and membrane potential, and light absorption. A 12-point rubric for assessing interdisciplinary transfer is presented. The calculations are instructional examples rather than empirical results of a new educational experiment. Conclusion. Explicit definition of the physical model and its limits of applicability is a key condition for the scientific validity of integrated tasks; the model provides a basis for future empirical studies of interdisciplinary transfer.