In historical aspect, the skill is among the key categories in the realm of human practice, which are often an object of different researches – psychological, pedagogical, and last but not least methodological. This is a fact, because the skill is a vital term for the description of productivity of learning experience at least in two dimensions – personally fundamental, guaranteeing its effective functioning in different situations and personally pragmatic, as a multi-level transformation of the cognitive experience, for the completion of certain social roles and the necessary qualities of the subject for this. The skill is a blend between those two dimensions of productivity both in higher education and in secondary school. The reflective skills are a structural and functional part of the transformation of the cognitive, affective, and psycho-motor experience and as such are included in the individual educational reality of the subject, and to a higher degree it defines it. This is the reason why the constructive-prognostic analysis of the reflective skill in the area of Methodology is pointing at the answer of the questions: What is this, what is its structure, how does it get integrated in the system of skills, how does it form and develop. The answers of those questions are basis of its methodological decoding in the process of training teachers and students in Biology. All of this describes the territory of the methodological context of analysing the reflective skill.

Educational knowledge as a part of a textbook implicates a great responsibility about students' ideas what is necessary to be achieved as a result of a discipline in high education. So it is important lecturers to have a criterial construct to analyze and, if necessary, to change some aspects in educational knowledge. We suggest a kind of criterial frame that consists of three basic units: unit of educational needs; unit of educational aims and logico-technological unit. These units are hierarchically connected. In order to apply this criterial construct in analyzing educational knowledge in physiology textbooks for medical students we traced them through the other three levels that are related with physiology discipline: frameworks of high education, of medicine education and of physiology education between tradition and challenges. Applying this criterial construct to the subject of smooth muscles have shown that understanding structure and function of smooth muscles is important milestone in studying and comprehension of physiology, pharmacology and pathology of gastrointestinal tract, reproductive system, blood circulation, etc. Our analyses on educational knowledge in several textbooks of physiology for students of medicine have shown that in most of them smooth muscles are covered inadequately taking into account their role in human physiology and educational needs of medical students. Generally information in textbooks as quantity and quality is in contrast (and sometimes in contradiction) with the achievements of scientific knowledge concerning function and structure of smooth muscles. A good illustration for this discrepancy could be shown by comparison of information covering skeletal muscles and smooth muscles. Although in modern medicine smooth muscles are much more frequently targeted than skeletal, the last ones are traditionally covered much more exhaustively.

Science could be thought as mature in cases it obtains clear terminology and methodology i.e. recognizable scientific language and object to be researched. The integrative sciences, such as the methodology of biology education, face the challenge to look for themselves “overshadow” of other sciences related to object or methodology. In search for defined territory among sciences, critically important is elucidating the categories and deducing fundamental concepts of a given science. Transfer of experience takes place in four-dimensional system – on first place, are ideas, on the second, are symbols, signs, and terms related with ideas; the third dimension is objective meaning, other words representation in reality (in culture as values – technological, ethical, aesthetical and so on) and the last dimension is methodological that marks interaction subject-object in research field. These four dimensions encompass the territory of scientific and educational sense and can be used as a methodological framework in developing fundamental categories of a specific science.

A part of a professional teacher’s competency is making the pedagogical design in the territory of the defined situation and includes numerous skills that function as a whole and are visible in final result related to evaluation and choice of educational resources or develop ideas for parts or for the whole process of education in a defined pedagogical context. Some of these skills that regulate professional decisions are related to retrospection of experience (learning, teaching, cognitive and affective), with an evaluation of elements of experience and after that with a choice what and how to take a part in the final professional decision. Adequacy with professional purpose and internal consistency and coherency in the decision are criteria for analysis of pedagogical construct. In the present report are discussed relations between fundamental pedagogical and methodological professional skills and their evaluating-reflective shell in context of design of professional pedagogical decision from perspective of ideal pre-defined situation.