Wątki geograficzne w nowej podstawie programowej do Przyrody w szkole ponadgimnazjalnej

The changes that occurred as a result of reforms in the organization of education in Poland in recent years were revolutionary: exams at the end of secondary and primary schools, changes in the age and the length of compulsory education, decentralization of educational authorities. Another important change, which will appear in high schools this school year are two subjects: Natural science and History and society. These changes will have a negative influence on the education of science subjects, especially geography. The authors of the article analysed the learning of Natural science on different stages of education, focusing on Natural science in high schools. They described how students choose the course and its time dimension. At the same time they noticed, that despite the attractiveness of Natural science curriculum in high school, it will not replace the content of unrealized geography, biology, chemistry and physics contents, so that student’s level of general education will be significantly reduced. According to the results of the authors’ analysis of geographic content in the curriculum of Natural science in high school, it turned out that they constitute only 16.4% of the content of Natural science (like physics and chemistry), which is dominated by biology content – 35.1%. The record of the geographical content is also disappointing. Compared to other subjects, geographic contents are the least scientifically substantiated and do not include any geographical research methods. As demonstrated by the analysis, reduced position of geography in education is unacceptable for most geographers, also for the authors.