POROVNÁVACIA ANALÝZA SLOVENSKÝCH A UKRAJINSKÝCH VZDELÁVACÍCH PROGRAMOV A UČEBNÍC Z CHÉMIE PRE ZÁKLADNÚ ŠKOLU

Abstract

The aim of our study is a comparative analysis of educational programs in chemistry and difficulty of the textbooks in the Slovak Republic and Ukraine for the 9th class of primary school. The study according to the analyzed curriculum has sufficiently similar characteristics - competence approach to the formulation of objectives of training, sequence of study most subjects, the total amount of hours to study chemistry and so on. Republic more focused on the practical side through the introduction of substances and their importance in our lives, and most theoretical concepts minimized. Accordingly, in our view, is a positive approach to simplify core curriculum for schools in Ukraine that began in the current 2015-2016 academic year. The results highlighted some short comings in Ukrainian textbooks related to greater difficulty learning texts because of syntactic complexity. Further more, textbooks should be bound to chemistry of everyday life. In both countries it should take into account the requirements are to develop competencies for the 21st century as tasks and experiments. Little attention is devoted to topics of current relevance to the 21st century such as health and nutrition, global environmental problems, new and renewable sources of energy, etc. This study was prepared with the support of the International Visegrad Fund project N 51501423 and by the Cultural and Educational Grant Agency of the Slovak Republic, grant No. KEGA 002UPJŠ-4/2015