Analysis of Interdisciplinary Integration Strategies in Biology Education
Vol. 22 (2026): 2026 3rd International Conference on the Frontiers of Social Sciences, Education, and the Development of Humanities Arts (EDHA 2026)
Received: 2026-06-13
Accepted: 2026-06-13
Published: 2026-06-13
Abstract
Against the backdrop of deepening reforms in basic education curricula, interdisciplinary integrated teaching has emerged as an important theoretical topic and practical direction in biology education. As a discipline that combines the rigor of natural science with the complexity of life phenomena, biology possesses a knowledge system that naturally intersects with chemistry, physics, mathematics, medicine, and the social sciences, thereby providing rich internal logical support for interdisciplinary integration. Nevertheless, existing research remains insufficient in its systematic analysis of integration strategies, particularly lacking comprehensive discussion at the levels of theoretical framework construction, integration pathway design, and teaching implementation mechanisms. Drawing on curriculum integration theory, STEM education theory, and constructivist learning theory as its analytical framework, this paper systematically examines the internal logic and practical pathways of interdisciplinary integration in biology teaching. It proposes a three-dimensional strategy model encompassing content integration, method integration, and context integration, and illustrates the model through representative domestic and international teaching cases. The findings indicate that well-designed interdisciplinary integration strategies not only enhance students’ systemic thinking, inquiry competence, and problem-solving abilities, but also promote the in-depth development of core biological literacy and scientific attitudes. The theoretical contribution of this study lies in providing an operationally viable analytical framework for interdisciplinary biology teaching, with meaningful implications for curriculum policy design, textbook development, and teacher professional learning.
Keywords
References
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Published in2026-06-13 15:28:34
DOI doi.org/10.70088/8mw2fc80
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Copyright: © 2026 by the authors.
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Copyright © The Author(s), 2026. Published by EDHA 2026
Journal Information
- Vol. 22 (2026): 2026 3rd International Conference on the Frontiers of Social Sciences, Education, and the Development of Humanities Arts (EDHA 2026)
- 2026-06-13
- ISSN: (Print) 3078-770X/ (Online) 3078-7718
- Journal Homepage