Abstrakt
The conception of science subjects teaching, developed in the eighties, formed a framework for science subjects teaching up to the end of the nineties of the last century. A major disadvantage of this conception was a gradual concentration on a large number of concepts that were referred to in the curricula, and first of all in secondary school textbooks, without giving appropriate time and space to a sufficient acquisition of the concepts in question.
In addition, these concepts are mainly referred to only theoretically and often there is a lack of space to allow a practical verification, especially in secondary schools. Another disadvantage is a mutual isolation as for teaching of the individual subjects.
Therefore new curricular documents have been developed: framework educational programs for teaching in primary and secondary schools and preparatory materials for new graduation examination for determining and testing the acquired knowledge and skills. These projects have been jointly developed by teams of biologists, chemists, physicists and teachers of these subjects.
In this way, major changes in teaching of science subjects should be gradually implemented. First of all it is a reduction of curriculum, a greater emphasis on the competences of comprehension, application and problem-solving; observations and experimentation, and communication along with a greater interconnection of the curricula in the respective science subjects.