Abstract
In the beginning it's briefly explained the concept of integrated teaching of science and design of its implementation in selected countries based on the study of their educational curricula in. Further clearly shows the current state of integrated science teaching in European countries.
Following levels of education are taken into account: ISCED level 1 for primary education and ISCED level 2 for lower secondary education. Comparative methods were used to find the influence of the type of science teaching on pupils' results in studies of scientific literacy projects through international PISA 2006 and TIMMS 2007.
The results of pupils from different countries in these studies reflect differences in the approaches of both mentioned studies: PISA research project is focused on the general integrated pupils' skills and their ability to find and propose solutions to general problems of science; TIMMS project reflects especially knowledge and its application of various scientific disciplines. Reasons of different results of performance of students from different countries are explained on the basis of substantive and methodological analysis of the tasks used in the both mentioned studies.
Czech Republic is used as a model state with separated teaching of sciences and its educational curriculum. Between the countries with integrated teaching of science, we have focused mainly on England, Spain, Norway and Canada whose education curriculum was available.
It was made a comparison of content and methodological problems of both surveys with the curricula of the Czech Republic and countries with integrated science teaching. On the basis of the findings we assessed the suitability of tasks analysed for verification of scientific literacy in different countries depending on their content, type and rating.
Further was derived probable impact of the teaching type on knowledge and skills and for their next research results in scientific literacy from this analysis.