Abstract

The latest results of international comparisons (PISA, 2009) show that Slovakia and the Czech Republic are behind the top-level OECD countries. We may expect a fundamental shift and changes in the conception of science education in the Central European region. On this occasion, we do not mean the shift and changes that were brought about by recently realized reforms in the Slovak and Czech systems of education. We think that neither the pedagogical nor academic science community is ready for these changes. This article serves as a contribution to this up-coming change. In spite of political changes in the 90s and after the entrance into the European Union and in spite of publishing alternative textbooks and even of the reforms of the school system, we have not observed any shift or change in science education on the level of general education within the Central European countries. Science education becomes an important priority of the OECD and EU and here we may also observe the confrontation of the Central European and transatlantic conceptions of science education. The tools of this confrontation are PISA and KC (Key Competencies). Germany and Austria are trying their best to meet the new requirements. The implementation of IBSE (Inquiry-based Science Education) is expected.

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