Andreja Rajh, Srednja ekonomska šola Maribor

I have been active in the area of team teaching and cross curricular connections from the beginning of general high school curricular reform. I have established that students are not able to connect knowledge of different subjects in one unit. It seems that students might know more about using ICT, however, it is not always like that. Therefore, I have decided to invite a colleague mathematician to my chemistry lessons with specific topics (such as abundance of substance, solution, and pH). Team teaching has not only been used for new theoretical contents but also with obligatory laboratory exercises which are a basis for better understanding of theoretical contents. Such exercises are: • Preparation of solutions where I connect with a mathematician who helps the students using equation with single fraction. • Measurement and calculation of pH where I also invite the mathematician to help the students with practical examples of logarithm usage. • Energy changes with chemical reactions where I connect with a colleague teacher for Slovene who helps the students with the description of the procedure. • Speed of chemical reaction where I connect with a colleague teacher of ICT for computer drawing of graphs and tables. I can conclude that students connect the contents at chemistry with other knowledge better when we have lessons connected with other mentioned subjects. The students who decide that one of their subjects at the matura exam would be chemistry have less problems with writing reports for laboratory exercises. At the same time, I can also say that my knowledge of ICT usage has increased because of cooperation with colleagues.