Abstract
The issue of food and nutrition is a topic, that corresponds with the requirements of modern society, with continuous development of disciplines of the natural science and with a matter of fact, that modern Chemistry teaching should be focused on the use of Chemistry in the daily life a where also belongs the application of healthy life style of an individual and society. That is the reason, why this theme should be based on the recommendation of accredited dietary specialists and physicians (Svačina 2008) as an integral part of knowledge and skills, that students gain during the their studies.
Inclusion of these themes into the textbooks is, even in the period of arrival of a e-learning, up to date, because a good textbook is, and always will be an important and in many ways irreplaceable tool for education and self-education (Maňák, Klapko 2006). This article introduces the results of analysis of Biology textbooks for secondary schools, that follow the analogical analysis of Chemistry textbooks published by authors of other article (Třeštíková, Klímová 2013).
For the textbook analysis a conceptual analysis was used, for more accurate quality evaluation of the conceptual content we used a scaling method (Gavora 2000). Results show that the examined Chemistry and Biology textbooks are in relation to the issue of Food and Nutrition Chemistry a content deficient, which needs to be eliminated while creating new proposals of subject matter of the study schedules, during the main schooling and also while creating new textbooks.
The results of analysis are the part of the emerging PHD thesis, which aim, is among others, to create a proposal of tuition content of chosen topic for the grammar school Chemistry subject and to create interactive tuition materials for this topic for teachers and students, that will be evaluated in practice and subsequently revised.