Content analysis of upper-secondary physics and astronomy curricula (grades 9th – 12th) : A comparative study of the 2000 and 2018 programmes in Bulgaria
Content analysis of upper-secondary physics and astronomy curricula (grades 9th – 12th) : A comparative study of the 2000 and 2018 programmes in Bulgaria

Summary/Abstract: This study presents a systematic content analysis of Bulgaria’s uppersecondary Physics and Astronomy curricula (Grades 9th – 12th) across two policy periods: the pre-reform framework implemented between 2000 and 2018 and the curriculum introduced in 2018 and currently in force. Using quantitative and qualitative content-analysis procedures and a coding scheme based on the revised Bloom’s taxonomy, we examine changes in cognitive demand, thematic emphasis, and competence orientation. The results indicate a shift toward competency-based curriculum discourse, a reallocation of attention across major physics domains, and the incorporation and/or greater visibility of modern physics topics (e.g., quantum and nuclear physics, elementary particles). The analysis also highlights structural changes that postpone specialised study, with implications for depth of learning and equity of access to advanced physics. Overall, the study provides an empirical basis for understanding the evolution of Bulgarian physics education in the context of contemporary curriculum.

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