Interdisciplinární přístup a výuka vybraných interdisciplinárních témat v chemii a biologii v prostředí českých středních škol

and biology in Czech grammar schools. The survey was carried out in 2017, 218 secondary school teachers participated.
Teachers were sent a request to fill a questionnaire. The results have shown that knowledge of chemistry and biology is more
often interconnected by teachers with a qualification in chemistry and biology than by teachers with a qualification in biology
without chemistry or chemistry without biology. The main restriction of integration is that similar topics in chemistry
and biology are not taught in the same period. Especially for teachers with qualification in chemistry without biology and
biology without chemistry insufficient knowledge of the second subject is problem too. Interconnection can be supported by
appropriate teaching materials or teacher training courses that extend the knowledge of the second subject. Respondents prefer rather lower forms of integration, such as preserving separate subjects with an emphasis on interdisciplinary relationships.
As for teaching materials, the respondents prefer the manuals for practical tasks, powerpoint presentations or worksheets
which can be used in common lessons. From the topics offered, respondents mostly do not teach detection of different
substances, phytoremediation, nanoparticles and nanomaterials, influence of stressors on plant growth. At least marginally
mentioned topics are the metabolism of plants, natural substances and their use, biocatalysis and bioinhibitors, proteins or
nucleic acids. The questioned teachers showed interest especially in teaching materials for topics of substance toxicity, nanoparticles
and nanomaterials, natural substances and their use, or genetically modified organisms.