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Relevance. The implementation of interdisciplinary connections is an important aspect of modern education and plays a special role in the development of secondary school students. In the context of Kazakhstan, the effective integration of chemistry with physics and biology contributes to a deeper understanding and application of scientific concepts and principles in various fields of science. Purpose. The purpose of the study is to analyse the features of the introduction and influence of interdisciplinary education on the study of physics, chemistry, and biology in the secondary school. Methodology. To achieve research goals, various works of authors were used, who studied the issues of interdisciplinary connections of natural sciences, as well as such methods: generalization, survey, axiomatic. Results. The results of the work determined that interdisciplinary education of schoolchildren in Kazakhstan plays an important role in the development of complex and critical thinking, as well as the ability to apply knowledge in various contexts. This approach to learning integrates physics, chemistry, and biology to help students see the connections between them and apply what they have learned to real situations. Conclusions. As a conclusion of the analysis, it was found that the implementation of interdisciplinary connections had a positive effect on about 90% of schoolchildren who, within the framework of this educational paradigm, learned to develop integrative abilities, the ability to see the relationship between subjects, apply analytical and creative skills, and work in a team. In addition, it was highlighted that the implementation of the interdisciplinarity of the studied natural sciences contributed to the development of learning motivation and student enthusiasm. It helped them see the whole picture of knowledge and understand how their subjects could be applied in practice. The practical significance lies in the use of the results of the study by scientists, as well as specialists in the field of pedagogy. Keywords: educational paradigm; natural sciences; critical thinking; complexity; educational motivation
Dyachenko et al. (Sat,) studied this question.