摘要：AbstractIn accordance with the humanistic constructivist views interdisciplinary approach stimulates independent and active acquisition of learning experience. Interdisciplinary planning is determined by common purposes of different subject fields. Despite the differences in didactic solutions of interdisciplinary approach, we can establish that they follow both content and process level. As both viewpoints are crucial for understanding of different learning possibilities of interdisciplinary connections, we studied their realization in the educational practice. Although the results of the research show the frequent use of interdisciplinary connections in Slovenian education, we established that teachers consistently consider their realisation only on the level of content based and rarely on the level of process based interdisciplinary planning.
