This article analyses the process of transformation of scientific knowledge into educational contents as a structured phenomenon governed by pedagogical principles and laws. The transfer of scientific knowledge into the cognitive basis of the content of education and into educational contents is understood as a process consisting of:
1. creation of the cognitive basis of the educational content,
2. formation of the structure of the cognitive basis,
3. creation of the interpretation of scientific pieces of knowledge with a view to incorporating them the cognitive basis of the educational content.
The incorporation of a scientific piece of knowledge into the cognitive basis of educational content and its interpretation result from logical contents and relationships interlinking the piece of knowledge in a given educational content. In the transformation the pieces of knowledge number of different functions to be fulfilled in the educational content (educational as well as character-building functions) are assigned.
The conclusion of the article contains a summary of the general features and principles of the transformation of scientific pieces of knowledge into educational contents.