Assessing biology teachers’ satisfaction with a shift from a thematic to conceptual curriculum approach: implications for science education reform

Abstract

ABSTRACT This paper investigates the satisfaction of high school biology teachers within a context of educational reform in Croatia, which could serve as a representative model for broader science education reforms. The reform introduced a conceptual, student-centred approach replacing the previous thematic approach in biology education, aligning with the global trends in science education. Departing from the prescribed thematic content, this new approach emphasises the comprehension of biological concepts relevant to students’ daily lives and learning outcomes. The study aims to assess teachers’ overall satisfaction by (i) comparing the new curriculum’s conceptual emphasis with the earlier thematic approach and (ii) investigating teachers’ perceptions regarding increased content autonomy. Survey results highlight a preference for the former thematic approach, notably among experienced teachers, suggesting the necessity for curriculum reassessment and potential adjustments based on teacher input. Furthermore, the findings indicate a potential necessity for establishing a comprehensive support system to aid teachers in navigating the transition to the new conceptual approach, particularly within the broader context of science education reform.