Abstract
The educational system in the Czech Republic and abroad is struggling with the issue of adapting the educational process to the pupils' or students' needs actual for the current period or the future. In terms of veracity and understanding between academics and teachers there must be a consensus in not only using, but also understanding terms associated with education.
The paper presents the results of qualitative textual analysis of texts published in scientific journals from 2005. Main aim of this analysis was to determine what is in science education considered to be innovative with regard to the understanding and application of the concepts of innovation and innovativeness.
The results show, that technologies, curriculum and different teaching methods could be innovative. For these it is common, that they fully support the constructivist approach to learning, specifically in the pupil / student centred approach and the emphasis is on the creative activity and cooperation through research, problem solving tasks or project-based learning.