Abstract
This article presents an analysis based on the principles of (international) comparativepedagogy focusing on the study of the similarities and differences in subject-specific competences,educational content, and teaching strategies and methods. The analysis focuseson the field of chemistry, specifically the intended curriculum of the abovementioned countries for the level of lower secondary education. Three parameters were monitored and compared: the number of hours allocated for the teaching of chemistry, of all science subjects from the 6th to 9th grades, the educational content of the subject of chemistry and the teaching strategies discussed and/or recommended for the teaching of natural sciences. Analysis has shown that chemistry is taught for the same length of time, but chemistry topics in Slovenia and Estonia are also taught within the subject Natural Sciences in the 7th grade. The expected outcomes are comparable in all countries, but Czech outcomes are grouped into broad topic areas with few outcomes. The expected outcomes from other countries are specified in much more detail. The recommended teaching methods are most closely described in the Slovenian curriculum, which also contains extensive didactic recommendations for individual subjects.
Highlights
This article presents an analysis based on the principles of comparative pedagogy focusing on the study of the similarities and differences in subject-specific competences, educational content, and teaching strategies and methods
The Czech national curricula are called the Framework Educational Programmes (FEP) and after fifteen years of them being in force, revisions for preschools, lower secondary education, general higher secondary and vocational education shall be prepared
Estonia and Poland are countries in which the differences in science literacy results between the schools in the country are under the OECD average, while in the Czech Republic the differences are above the average
Summary
This article presents an analysis based on the principles of (international) comparative pedagogy focusing on the study of the similarities and differences in subject-specific competences, educational content, and teaching strategies and methods. Srovnávací analýza vzdělávacího oboru chemie pro základní školy v rámci českého, polského, slovinského a estonského vzdělávacího programu. Analýza se zaměřuje na vzdělávací obor chemie, konkrétně na zamýšlená kurikula shora uvedených zemí pro úroveň nižšího sekundárního vzdělávání. Třídy, vzdělávací obsah předmětu chemie a vyučovací metody diskutované a/nebo doporučované pro výuku přírodních věd. From comparison and analysis of the documents results can be drawn that support the preparation and implementation of curricula in the Czech Republic and make the process more transparent. Another important aspect is that the updates/revisions of curricula should keep to a similar framework to that which is being implemented in other European countries. Educational systems creating different tracks through the system and allowing students to switch among them tend to have larger differences in between-school performance scores and show an impact of social background on learning outcomes
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