Didactic potential of interdisciplinary integration in teaching amino acids

Abstract

This thesis explores the didactic potential of interdisciplinary integration in teaching the topic of amino acids in secondary school chemistry. Considering the complex and biofunctional nature of amino acids, their instruction requires not only chemical explanation but also biological, ecological, and health-related contextualization. The study analyzes how integrating chemistry with biology, health education, and environmental sciences enhances conceptual understanding, critical thinking, and applied knowledge. The proposed integrative approach promotes meaningful learning and strengthens students’ scientific literacy. In contemporary education, the shift from fragmented knowledge transmission to integrated and competency-based learning has become a priority. Amino acids represent a key interdisciplinary concept connecting organic chemistry, biochemistry, nutrition, and life sciences. However, in many curricula, the topic is taught primarily from a structural and theoretical perspective [1].