The dynamic of development in natural and social sciences may - in certain cases - especially in secondary/high schools, lead to the subject taught lagging behind the development of the corresponding scientific discipline in terms of contents and methods. Thus, a discrepancy develops between the subject taught and the scientific discipline. The contents of the subject’s curriculum rep resent the transformation of the scientific discipline’s knowledge into academic practice. Not only is the choice of contents concerned, it is their didactic interpretation that remains primary. The problem of devising a method of selecting and of structuring the subject contents is an issue which requires the co-operation of experts - specialists, educationalists and experts in subject didactics. By means of integrating knowledge from various subjects, at least a partial restriction on the inadequate atomization of scientific disciplines in academic practice takes place.