Abstract
Chemistry is viewed as a multidisciplinary subject through the establishment of interdisciplinary connections between natural science subjects. Within the educational pedagogical process, it becomes possible to integrate the goals of teaching, the unity of content, a system of principles, and the applied methodology of the subject. The article addresses issues related to students' mastery of learning theory, chemical-biological concepts and ideas through integrated subject teaching in secondary schools. It also explores the optimization of interactive methods, pedagogical practices in education, and the development of subject-specific competencies. The theoretical part of the study, based on general pedagogical and scientific research methods, examined the importance and value of integrated teaching for students, as well as several approaches to using a range of active methods in connected learning. The empirical research method analyzed the overall teaching process and active teaching and learning methods. During the experiment, surveys and tests were conducted, and the results were processed using the Rosenbaum Q – test. As a result of interdisciplinary interaction, students developed subject-specific competencies, enhanced their cognitive and creative abilities, fostered their comprehensive professional and personal development, and increased their motivation to achieve the best results. In addition, utilization of modern methods during connected learning, in turn, enabled to increase the cognitive interest of students, expand the knowledge area, make independent work engaging, explore the world holistically, improve educational outcomes, and seek solutions by applying integrated knowledge developed in problem-solving scenarios.