Abstract
Integrated instruction, integration in education, education from the point of integrated view – these and other topics are being discussed together with creating curricula and have influenced school education in numerous countries. They are connected either to the pursuit of finding undifferentiated view on the nature, or to the reduction of lessons in curricula in the framework of Ministry of Education economical measures. The topic of the Science education integration is being influenced by populist ideas without any professional ground in those countries where the subject Science still does not belong to the primary school curricula (Grades 1 – 5). Excited discussions of both supporters and opponents of integrated science education often result in misunderstandings when speaking about preferring of integration or forestalling of early differentiation of natural science knowledge. The core of misunderstanding often lies in the exact setting of the discussion topic.
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