What are then the basic problems of contemporary teaching of science subjects? Given that
the curriculum is within the RVP set at a very general level, the teaching of the respective subject
still remains very different at various schools of the same type and it is very difficult to find out
the level of acquisition of the given curriculum common to all pupils/students. Then the criterion
is mostly based on various requirements of secondary schools or universities in the admission
procedure that are also based on the available course books for primary and secondary schools.
Therefore the teachers try to make the pupils/students familiar with a large number of concepts
referred to in these course books and which are taken by the teachers as a standard without
giving time and space to sufficient acquisition of these concepts. Moreover these concepts are
mostly referred to only at the theoretical level and often there is a complete lack of their practical
experimental verification [Čtrnáctová, 2004] and interactive teaching and learning [Čížková
& Čtrnáctová, Bednářová, 2005]. Then the result is only a short-term memorising of findings
without a deeper understanding, without realising their mutual relations and without being able to
use them further on. Linked to this is a small popularity of the subject of chemistry at these types
of schools and also a lesser interest in further university studies of science subjects.
Conclusion It is obvious that the content of science subject curriculum is also influenced, apart from the
level of the respective disciplines, by a number of factors. First of all these are the requirements of
the society. At both the global and European level, it is negotiated of how young people in the 21st
century should be generally prepared and how they should be equipped for life so that they could
be able to respond to the changing objective needs and prospects of society development and at
the same time to assert themselves at the job market. Within the Lisbon process, EU approved
in March 2002 the work programme Education and vocational training 2010, and subsequent
new educational documents of CR. Important are the aspects pedagogical, psychological and
didactic, a respect for the particularities of age groups of pupils and students, etc. Nevertheless the
basis has still been such a selection and arrangement of science subjects’ curriculum, which will
reflect a present level of science knowledge and its applications along with the time allocation
for science subjects at the respective educational levels. This task solved in cooperation between
natural scientists and didacticians of science subjects is a topical task of present time.
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