Abstract
The contribution will present the results of comparative analysis of chemistry curricula of four countries: Czech Republic, Poland, Slovenia and Estonia. The intended curriculum for lower secondary education (ISCED 2) with the focus on chemistry and all science subject was used for the analysis.
The analysis is based on the principles of comparative pedagogy, aimed on subjectspecific competencies, the educational content and methods and procedures used in chemistry teaching. Therefore the research questions concentrated into an analysis of instructional time (1), topic areas (2) and recommended methods (3) for chemistry education.