Physics as science primary education in Greece: An analysis of curriculum structure and pedagogical priorities

Primary school science education is essential for cultivating scientific literacy, curiosity, and thinking from a young age. In Greece, the structure of the primary curriculum embodies both global tendencies and enduring national customs, with physics emerging as the predominant disciplinary emphasis, especially in the upper primary grades. This study analyzes the historical evolution, structural attributes, and educational philosophies of science teaching in Greek primary schools by qualitative document analysis of curriculum frameworks, textbooks, and pertinent research literature. The results demonstrate that, despite initiatives to encourage interdisciplinarity and inquiry-based learning, physics remains in a dominant position regarding content allocation, conceptual complexity, and instructional focus. This dominance fosters causal reasoning and experiential learning in accordance with constructivist principles, yet it simultaneously restricts exposure to biology, chemistry, and earth sciences, thereby limiting students’ opportunities to attain a more holistic understanding of science. Implementation obstacles, such as inadequate laboratory infrastructure, resource constraints, and inconsistent teacher training, further impede the actualization of inquiry-based teaching. The discourse emphasizes the conflict between conventional disciplinary frameworks and modern international systems promoting equitable, competency-based science education. Recommendations encompass broadening disciplinary scope, facilitating ongoing professional development for educators, augmenting school resources, and synchronizing assessment methodologies with inquiry-based strategies to cultivate scientifically literate and ecologically conscious citizens.