Aim of described research is (was) to determine and suggest how to remove critical spots in lower-secondary physics curriculum. As critical spots we understand the problems with the physics concepts during learning and teaching. We used a multicriterial approach and analyzed basic curricular documents, TIMSS results and carried out a survey with 31 teachers of physics. We found six critical spots of curriculum of physics education and tried to find out if the criticality may be explained by psychodidactic and ontodidactic theory. Consequently, we prepared educational modules that addressed these six spots and currently we are verifying their effectivity.
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