Vývoj paradigmat přírodovědného vzdělávání

This article surveys the period of approximately 250 years of science education development and science education paradigms of the Czech lands. This particular development is also viewed in its larger global context. Individual stages of science education development are described along with their significant features in the systems of schooling from the times of school reformation which started during the reign of Empress Maria Theresia up to the present day. The paper deals with basic functioning, objectives and challenges of science education at the threshold of the 21st century. The authors define complex issues of science education: global environmental issues and problems, interrelation of science, technology and society, key concepts and crucial issues of science education along with inter-disciplinary thinking. Due to global trends in curricula management, the autonomy of science teachers rises as does the amount of their responsibility. The most important selected issues are discussed within the article and the authors attempt to seek optimum solution.