INTEGRATED SCIENCE TEACHING BY APPLYING DIDACTIC DIFFERENTIATION: SOME ACTUAL CIRCUMSTANCES

The discussion about integration cannot dispense with antithesis (differentiation) which is also of high importance. The default of it is a fairly serious lack of comprehensive school. Both processes have to follow each other as this is the most plausible way of human understanding and knowledge improvement (Vaitkevičius, 1979). A public knowledge is always wider than personal information. Ipso facto human cognition and public experience are not differentiated. Teaching constricted by undivided educational drafts and curricula frequently ignored personal schoolchildren’s qualities. Pupils unable to satisfactorily adopt teaching material are overloaded while others state that such load is insufficient. This is why a general background of a number of learners recedes and the motivation of all pupils decreases. Research indicates that genetically all people differ. Genetic inequality most frequently determines the child’s abilities. Natural differences are highlighted by a different situation of upbringing and an environment.