Abstract
With present extensive changes in science education taking part in a number of countries, it is recommended for school practice to adopt such teaching strategies that emphasise the use of science knowledge in everyday life, raising questions and drawing conclusions from the given facts. The prerequisite is to decide which fundamental science knowledge and skills should be acquired by pupils and which competences should be employed in case they meet science problems in the context of everyday life.
The view on this issue will be the subject of the present paper based on the international investigation into science literacy PISA and its results; it provides the analysis of results and draws conclusions and recommendations in terms of content innovation and strategy for teaching of science subjects.