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. Literature: Abd-El-Khalick F.: (2005) Developing deeper understandings of nature of science: the impact of a philosophy of science course on pre-service science teachers’ views and instructional planning. International Journal of Science Education, 27(1), p. 15-42. Apedoe S.A., Reeves T.C.: (2006) Inquiry-based learning and digital libraries in undergraduate science education. Journal of science education and technology, 15 (5), p. 321-330. Budiš J., Šibor J., Čtrnáctová H., Bílek M.: (2005) Rámcové vzdělávací programy – a co dál? Biologie, chemie, zeměpis, 14 (1), s. 31-33. Čížková, V., Čtrnáctová, H. Bednářová, Z.: (2005) Interactive learning tasks – tool for enhancement of effectiveness in science education. In: Proceedings of the 5th International ESERA Conference on Contributions of Research to Enhancing Students´ Interest in Learning Science. Barcelona, p. 373-376. Čtrnáctová H. aj.: (2000) Standardy, podstawy nauczania, podręczniki a wymagania maturalne z chemii (Standardy, učební osnovy, učebnice a maturitní zkouška z chemie). In: IX Miedzynarodowe seminarium problemów dydaktyki chemii. Opole, p. 136-139. Čtrnáctová H., Čížková V., Marvánová H., Pisková D.: (2007) Přírodovědné předměty v kontextu kurikulárních dokumentů a jejich hodnocení. Univerzita Karlova, Praha. Čtrnáctová H., Kolář K., Svobodová M., Zemánek F.: (2006) Přehled chemie pro základní školy. SPN a.s., Praha. Čtrnáctová H.: (2004) Experimentální výuka jako základ výuky chemie na základních a středních školách v ČR. 27