The Czech education system, similarly as education systems in many other European countries, is undergoing a tremendous reform. According to Lisbon strategy, Europe's education and training systems need to adapt both to the demands of the knowledge society and to the need for an improved level and quality of employment [1]. Science education is now considered as on of the priorities of education. One of the reasons is that in whole Europe is a decline of an interest among young people for Science studies and consequently, lowering of European competitiveness [2]. The revisions and changes are made in many European Science curriculums and also education methods and procedures are changing [3], because of that. The main goal of majority of European curriculums (including of Czech) is a student, who understands basic science ideas and rules and who is able to use them in his /her life (so called composite model). That requires both suitable choice of subject’s education content into curriculum and using those methods and procedures, which would create conditions for development of science key competencies – knowledge, skills, attitudes and values. Therefore, our work is concentrating on production of educational tasks, which should develop students’ key competencies and also on production of indicators, or better system of the indicators, which should verify the level of key competencies. Both ways are made simultaneously, because they are linked together in their effect on education. The main idea is teacher will always need some educational task for creation, practice and fixation of students’ knowledge and skills independently on education method or procedure he/she uses. F671 secondary school teachers of chemistry and biology from the whole Czech Republic have been asked for verification of this theory. More than 90 % of them said that they want to develop key competencies in their education by using complex tasks/item. In process of creation of tasks we arise out of principles of international research TIMSS and PISA [4]. Creation of indicators is focused mainly on an evaluation of student education outcomes. Indicators are made mostly as feedbacks for teacher, so they can be used for evaluation of student progress and also effectiveness of teacher’s work. Indicators’ creation respect principles, which are accompanied with their format and mostly arises out of from work of Anglo-Saxon authors [e.g. 5, 6, 7 and 8]. A concrete problem-based task is a part of the contribution (except principles of tasks’ and indicators’ creation and their relationship to educational aims). This task shows possibilities of development of one key competency – problem solving and consequently the indicator for evaluation of reached level of this competency.

two questionaires, respondents: 671 secondary school teachers of chemistry and biology from the whole Czech Republic

Teachers want to develop key competencies in their education by using complex tasks/item. So we prepare and evaluate problem-based tasks and indicators for developing and evaluating of one key competency – problem solving.