INTERCULTURAL LEARNING: CHALLENGES FOR CURRENT SCIENCE EDUCATION

Abstract

In the time of curricular reforms across the Europe another chance appeared towards increasing learners´ interest in science education, particularly in relation to the future job selection in the field of natural sciences and technology. Innovations in natural science instruction can be conducted in various ways, e.g. (Bílek & Klečková, 2006): (1) learners´ interest in natural sciences and their instruction (What am I interested in?; What would I like to learn?; What learning content should be learned?) – answers to these questions were discussed i.e. in the analysis of the international comparative study ROSE (Relevance of Science Education) (ROSE Project, 2018), (2) context of instruction (optimally – “school science”, application context, social context, personality context), (3) learning content (standards; Framework and School programmes; traditions; new topics) or (4) competences (key competences; “scientific literacy“; activities in natural science).