Due to the increasing technological and political changes that have swept the world since the end of the 20th century, there is a need for changes in society, and thus in the educational process. A fundamental feature of contemporary curricular changes is the positioning of students at the center of the educational process. By applying such modern teaching methods, the educational process moves away from traditional educational systems where the teacher is only a transmitter of information. With the new curriculum documents, students are encouraged to build the competencies they will need in a dynamic modern environment. This is achieved by encouraging research, creativity and metacognition. The aforementioned requires the possession and expansion of the teacher's competence, therefore the professional development of the teacher is monitored through various forms of professional education and professional training. The aim of this paper is to investigate contemporary curricular changes in the teaching of Science and Society in the Republic of Croatia. For this purpose, an analysis and comparison of the Science and Society teaching programs from 1995 and 2006 and the modern curriculum for the Science and Society subject from 2019 was carried out. According to the new Curriculum for the subject Science and Society (2019), emphasis is placed on a research approach in teaching, and the fundamental goal is for students to come to their own conclusions by investigating phenomena. Cross-curricular topics are also integrated into the teaching of Science and Society, which avoids the introduction of new subjects into the educational process. Through cross-curricular topics, students are trained for independent learning, taking care of their own health and responsible use of modern technological achievements.