Abstract
Reflecting the interpenetration of various areas and orientations of modern science in school subjects is one of the ways to form a materialistic world view. The correct reflection of the real proportions between science and technology in school subjects and the purposeful formation in pupils of conceptions about the absolute and relative scales of the main branches of the economy are also essential for assuring natural vocational guidance on a planned basis. Especially important here is multidisciplinary cooperation with the most economical and effective introduction of necessary information into the relevant sections of physics, chemistry, biology, mathematics, labor education, economic geography, history, and so on. In the present article, we shall discuss one specific task in the elaboration of optimal ways of reflecting the present level of science and its technical applications in the school, and we shall specifically discuss the formation of basic ideas concerning promising new interrelated branches of science that are developing at the interface of the classical sciences — physics, chemistry, mechanics, and so on.
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