OZONE: THE OUTCOMES OF AN INTERDISCIPLINARY TEACHING APPROACH

This paper presents a teaching research as a plea for interdisciplinary approach learning of the issues with scientific content suitable for this method. Thus, the lesson “Freons. The ozone layer depletion” was taught to an 11thgrade students, Mathematics-Informatics track, once by the Chemistry teacher, as an application to the unit “Halogenated compounds”, and then by an interdisciplinary team of the Chemistry, Physics, Geography and Biology teachers of that class. The results, measured by statistical processing of the students' scores in the assessment items show the added value brought by the interdisciplinary method, pointed out by the increased percentage of solving all items, especially those in higher cognitive categories, by improving the studied indicators. Also remarkable is an increase in the students' motivation for the study of sciences in systemic approach