Abstract
In science education, it is required to nurture the ability of problem-solving. It is pointed out that the guarantee of guidance that has the relation between processes of problem-solving is indispensable for fostering the children’s ability of problem-solving. In order to clarify whether guidance with relations is being conducted in science lessens by in-service teachers, we developed questionnaires that asked the guidance frequencies of related guidance and non-related guidance. The result showed that guidance relation each process of problem solving is not done compared with guidance that is not related to each other completed within each process of problem-solving. It became clear that the teacher frequently conducted guidance concerning concrete child activities such as writing notes, teaching observation and experiment skills, and making presentations, which are not related.
