THE SYSTEMIC APPROACH TO THE NATURAL SCIENCE EDUCATION

A term “Natural Science(s)” most frequently associates with natural sciences such as physics, chemistry, biology, astronomy, geography, etc., i.e. inanimate and animate nature. An extensive list of sciences testifies to the complexity of nature and its problematic character. The senior forms of comprehensive school are taught these sciences as individual subjects with little interdependence. Thus, undivided materiality of nature seems to be “disjointed” and a general view of it is lost. Trying to perceive the phenomena that surround us, we always divide the world into single dimensions (for easier perception). What would happen if a chemist saw the world in a hundred – dimensional universe (following the number of chemical elements)?! How deeply and properly one part may be studied it can never disclose the wholeness (a holistic or systemic aspect). On the other hand, we try to design complex systems from the observed and perceived single-dimensional fragments (for example, periodic law, etc.). In this case, any subject of nature cannot describe the wholeness of it. Of course, the view of general nature cannot be fully displayed within the frame of one of its branches. We have lost the real world as the set of interconnected parts.