This paper discusses the role of the Educational Division of the Italian Chemical Society (DDSCI) in shaping and supporting the implementation of the National Curriculum Guidelines for Chemistry education in Italy. Drawing on the pedagogical perspectives of Arons and Dewey, it emphasizes the shift from a teaching model based on the transmission of established knowledge toward one focused on understanding, reasoning, and reconstruction of scientific thought. The DDSCI promotes epistemological and historical approaches to chemistry teaching, encouraging connections between scientific laws and psychological processes of learning. Specific proposals for lower and upper secondary education are presented, emphasizing active inquiry, conceptual reconstruction, and the formative value of comprehension in developing scientific literacy and critical thinking.