Abstract
The education system in the Czech Republic went through a series of significant changes in the last 30 years; changes related mostly to the society-wide changes after 1989 and gradual connection of Czech Republic into the European Union. After 40 years of implementing unified school system and centralization of education, the educational system was transformed from 1990s onwards and the autonomy of the schools increased thanks to the unified curriculum.
Despite that, the contents and methods of teaching of scientific subjects in primary and secondary education have changed only little. This relates to the overall problem of current concept of science education not only in our country but also in the rest of EU.
The goal of the first part of the article is to introduce the evolution of the science teaching paradigm in the Czech Republic in the last 30 years using the thematic qualitative analysis with the help of strategical and conceptual documents of the Ministry of Education and other documents created by organizations that are responsible for education in the Czech Republic. In the second part of the article, we would like to use an analysis of curricular targets in science education since 1990s to focus on transformation of science education goals and on projecting of alternative methods and educational processes into science curricula.
We will also state current main problems and necessary changes that are being prepared on the basis of the analysis.