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Journal of Curriculum Studies Volume 54, 2022 - Issue 3
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Lower secondary intended curricula of science subjects and mathematics: a comparison of the Czech Republic, Estonia, Poland and Slovenia

Petr Kácovskýa Department of Physics Education, Faculty of Mathematics and Physics, Charles University, Prague, Czech RepublicORCID Iconhttps://orcid.org/0000-0003-0675-6098View further author information
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Tereza Jedličkováb Institute of Geology and Paleontology, Faculty of Science, Charles University, Prague, Czech RepublicORCID Iconhttps://orcid.org/0000-0003-0260-9293View further author information
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Radim Kubac Department of Teaching and Didactics of Biology, Faculty of Science, Charles University, Prague, Czech RepublicORCID Iconhttps://orcid.org/0000-0001-9614-9675View further author information
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Marie Snětinováa Department of Physics Education, Faculty of Mathematics and Physics, Charles University, Prague, Czech RepublicORCID Iconhttps://orcid.org/0000-0003-4164-3160View further author information
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Petra Surynkovád Department of Mathematics Education, Faculty of Mathematics and Physics, Charles University, Prague, Czech RepublicORCID Iconhttps://orcid.org/0000-0002-4370-3916View further author information
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Matěj Vrhele Department of Social Geography and Regional Development, Faculty of Science, Charles University, Prague, Czech RepublicORCID Iconhttps://orcid.org/0000-0002-9008-3385View further author information
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Eva Stratilová Urválkováf Department of Teaching and Didactics of Chemistry, Faculty of Science, Charles University, Prague, Czech RepublicCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-8629-3582View further author information
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Pages 384-405 | Published online: 03 Oct 2021

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Petr Kácovský, Tereza Jedličková, Radim Kuba, Marie Snětinová, Petra Surynková, Matěj Vrhel & Eva Stratilová Urválková. (2024) Czech and Slovak intended curricula in science subjects and mathematics: a comparative study. International Journal of Science Education 46:5, pages 440-461.
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Articles from other publishers (4)

Lauri Kõlamets, Heili Kasuk, Jack Holbrook & Rachel Mamlok-Naaman. (2023) THE RELEVANCE OF LEARNING OUTCOMES INCLUDED IN ESTONIAN GRADE 7-9 SCIENCE SUBJECT CURRICULA ASSOCIATED WITH THE CONCEPT OF ENERGY. Journal of Baltic Science Education 22:4, pages 653-667.
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Okan KUZU, Yasemin ÇİÇEK & Zeynep İĞDELİ. (2023) A Comparison of the Mathematics Curriculums in Turkey and Germany in the Context of Algebra Learning DomainTürkiye ve Almanya Matematik Öğretim Programlarının Cebir Öğrenme Alanı Bağlamında Karşılaştırılması. Journal of Teacher Education and Lifelong Learning 5:1, pages 51-69.
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Vojtěch Žák & Petr Kolář. (2023) Physics curriculum in upper secondary schools: What leading physicists want. Science Education 107:3, pages 677-712.
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Karel Vojíř & Martin Rusek. (2022) Of teachers and textbooks: lower secondary teachers' perceived importance and use of chemistry textbook components. Chemistry Education Research and Practice 23:4, pages 786-798.
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