Abstrakt
Cílem článku je představení analýzy vycházející z principů (mezinárodní) srovnávací pedagogiky se zaměřením na zkoumání shod a rozdílů oborově specifických kompetencí, vzdělávacího obsahu (hodinová dotace, rozsah a zaměření učiva) a metod a postupů ve výuce (zařazení hands on aktivity, badatelsky orientované výuky apod.). Analýza se zaměřuje na vzdělávací obor chemie, konkrétně na zamýšlená kurikula shora uvedených zemí pro úroveň nižšího sekundárního vzdělávání. Byly sledovány a porovnávány tři parametry: počet hodin alokovaných pro výuku chemie, popř. všech přírodovědných předmětů od 6. do 9. třídy, vzdělávací obsah předmětu chemie a vyučovací metody diskutované a/nebo doporučované pro výuku přírodních věd. Analýza ukázala, že chemie je vyučována stejně dlouhou dobu, ovšem přírodní vědy jsou ve Slovinsku a Estonsku vyučovány v rámci přírodovědy už v 6. třídě, přičemž chemická témata jsou součástí kurikula 7. třídy. Očekávané výstupy jsou porovnatelné ve všech zemích, ovšem české výstupy jsou sdružovány do širokých celků s menším počtem výstupů. Očekávané výstupy ostatních zemí jsou mnohem více specifikovány. Doporučované vyučovací metody nejblíže popisuje slovinské kurikulum, které obsahuje také rozsáhlá didaktická doporučení pro jednotlivé předměty.
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