Abstract
Textbooks serve as material didactic aids that represent the content of the education of a specific subject. They are used both directly in lessons and by teachers for their own preparation.
Textbooks present a selection of scientific content and its transformation to make it as accessible as possible to students. For these reasons textbooks play an important role as a potentially implemented curriculum.
The aim of the research was to realize a content analysis of selected chapters of Czech textbooks for lower secondary schools dealing with the issue of prokaryotic organisms. A total of nine biology textbooks that currently have a valid approval clause from the Ministry of Education were analysed.
The subject of the analysis were scientific terms as structural elements of the content and their subsequent classification. Considerable differences were found among particular textbooks.
The highest attention was paid to the issue of the given topic in the textbooks of the publishing house Prodos and Taktik. Only in these two textbooks is an explanatory text focused on the Archea domain included.
The topic of prokaryotic organisms is presented mainly from the point of view of their pathogenicity, morphology, and occurrence. Attention is thus focused primarily on descriptive terminology and a negative view of prokaryotes.
This can fundamentally influence students' attitudes towards the topic and science as such.