THE MODERN SAMPLE OF INTEGRATIVE TEACHING IN CHEMISTRY LESSONS

The following article deals with the useful, new, creative forms of integrative teaching of Chemistry in secondary schools and Lyceums creating connections between Chemistry and other school subjects. The samples from work experience are given in this article.


I. INTRODUCTION
International education practice shows that to create links of integration between different subjects is the most important factor in the lesson which develops the quality of teaching. İf these relationships are strong, students can comprehend the chemical process and conception comprehensively. Refering to "Bluestein J. Cherry C. 2003. Skills for Successful Teaching.USA: Brighter Child Press on page 84-91" the knowledge and skills about nature is formed completly in the stududents' brains due to integrative teaching . Therefore I always try integrative teaching in the chemistry lesson, especially I pay attention to knowledge of biology, physics and math that have connection with chemistry conceptions. In my practice I've become convinced that integrative teaching helps the student to get universal education. I would like to present the sample of integrative teaching lesson plan about my practice.

II. Problem statement
The topic of electrolytic dissociation of integrative teaching in chemistry lesson.
Purpose of the study 1)Students must be able to compare electrolytes and nonelectrolytes systematicly 2)Students must be able to explain the essence of the electrolytic dissociation 3)Students must be able to create connection between dissociation and hydratisations 4)Students must be able to create connection between the facts connected with the conceptions of different subjects (chemistry, biology, physics and math) when they research electrolytic dissociation .

III. METHODS
To create situation with problem, brain storming, discussion, cluster, experimental methods related chemical experiment.

IV. Resources
Instrument for controlling electroconductivity of solution, dry NaCl, NH 4 NO 3 , H 2 SO 4 , CuSO 4 , sugar, glucose, distilled water, alive frog, blood plasma, the presentation Power Point

V. Activities done in the process of the research
Teacher must pay attention the students' skills at the beginning of the lesson in order to stimulate the interest of the students. I had given a task to the students connected with the subject of electrolytic dissociation before teaching this topic. At the same time the students repeated the topics of the structure of atom, solutions, chemical bond, crystals, electroconductivity of materials and chemical composition of cellule.Refering to Rustamov F.A. 2010. Pedagogy. Baku: Science and Education Press on page 128 these tasks to create foundation or to pave the way for the students to comprehend new subject of lesson.
Electroconductivity of different pure substances and solutions is checked by students with a special instrument. Then strong H 2 SO 4 and NH 4 NO 3 is dissolved in water and at the same time the facts of becoming warmer and colder in the prosess of solvation, dry CuSO 4 also is dissolved in water and is observed the change of colour -these reactions cause great interest in class and stimulate the interest of students. Then students subject the frog to weak electric current and then observe the reflex of frog. The electroconductivity of blood plasma is checked by sudents at last. After that I show an animation to the students about electrolytic dissociation.
I note all students , ideas and hypothesis on the blackboard witch are connected with the essence of these reactions. After the motivation of students I ask the pupils questions for research: What is the essence of the electrolytic dissociation? I divide all the pupils into three groups and give them different tasks after putting the question for research. Refering to "Hassard J.2012.The Art of Teaching Science.London:Oxford University Press on page 104-107" when the groups solve these tasks they need to apply necessary knowledge and skills not only infomation on chemistry, but also on biology, physics and math together.When I define the amount of appropriate methods refering to "Bain K.2004 Each group , s task is as following: I group: 1. Why the solution of NaCl has electroconductivity, but sugar solution doesn't? 2. What sort of chemical bonds are possible for electrolytes? 3. Describe the chemical equation of electrolytic dissociation for NaCl . Complete electrolytic dissociation of salt take place in each flask. Prove that in the direction of a→b→c amount of ions of salt to form arithmetic progression III group: 1. Explain existence of ions in cytoplasme of cellule of biological creatures. 2.What is the reason of becoming warmer when strong H 2 SO 4 is solved in water, but why we observe becoming colder when NH 4 NO 3 is solved in water? 3.Why colour change is observed when dry CuSO 4 is solved in water?
For research is given limited definite time to the groups. I facilitate to the students as a scientific guide during this time.The pupils analyse directions of research: chemical properties of electrolytes, Ions of cytoplasme of cellule, Coulomb's forces in sollution of electrolytes and mathematical analysis of research. Consequently, students discover essence of the things about chemistry themselves.

VI. FINDINGS
When research is over the groups start to exchange their conclusions. Each group prepare the presentation on the computer. Leader of each group presents to all the students about own group , s research on the activeboard. In the process of the integrative teaching I defined new pedagogical advances which ensure more effective integration between different subjects , skills in pupils , brains.
Refering to "Susan J.2010. A conceptual, İntegrated Approach to Teaching Science. USA: Library of Congress Publication Press on page 92-96" the integrative teaching methods show that the pupils gain very useful superiority in the lesson in comparison with other methods. The pupils tend to solve the problems by themselves and about 80% of the problems are solved independently, thus their inclination for creativity is extended.
In comparison with the integrative teaching students solve only about 30% of the problems.

VII. DISCUSSION
The pupils start to discuss the information they gained from their research. In this time I am very attentive, I pay special attention to the integration between different subjects (chemistry, biology, physics and math). For example, I ask the pupils then following questions in order to create integration.İn this time I refering    1) Students can compare electrolytes and nonelectrolytes systematicly 2) Students can explain the essence of the electrolytic dissociation 3) Students can create connection between dissociation and hydratisations 4) Students can create connection between the facts connected with the conceptions of different subjects (chemistry, biology, physics and math) when they research electrolytic dissociation. 5) The selfevaluation skills are progress in pupil , s brain. 6) Teacher can create connection with actual life and practice by the use of integrative teaching method very easily. 7) Students can solve the task very easily. 8) Students can explain essence of chemical process deeply. 9) Students can present the result of the research perfectly. 10) Student can conduct the experiment freely. 11) Students are disciplined and can work in cooperation.Consequently, the integrative teaching helps the students as perfectly to perceive the laws of nature.