The Theoretical Foundations Of The Integrative Approach And Opportunities For Its Application In Teaching Natural Sciences

Abstract

This article develops a theoretically grounded account of curriculum integration and examines its pedagogical affordances for teaching the natural sciences in secondary education. Drawing on systems theory, constructivism, knowledge integration research, and transfer-of-learning literature, the paper argues that integrative design is not simply a matter of combining content from different subjects but a principled organization of concepts, practices, and representations around phenomena that require multiple disciplinary lenses. The aim is to articulate a coherent rationale that links integration to cognitive mechanisms such as schema construction, conceptual change, and metacognitive regulation, and to show how these mechanisms can be operationalized through phenomenon-centered units, modeling cycles, and performance assessments. Methodologically, the study synthesizes seminal works and design traditions—phenomenon-based learning, project- and problem-based learning, modeling-based inquiry, and design thinking—into a practical framework for natural science instruction. The discussion analyzes opportunities and constraints in curriculum planning, teacher professional knowledge, assessment, and the use of digital simulations and community partnerships. Results from iterative classroom implementations reported in the literature suggest improvements in conceptual coherence, explanatory writing, and transfer to novel contexts when instruction foregrounds crosscutting principles such as systems, energy and matter, scale, and structure–function. The paper concludes that an integrative approach advances disciplinary literacy and scientific reasoning by aligning epistemic practices with how knowledge is produced and used in real-world problem spaces.