Abstract
An investigation by questionnaire was carried out about difficulties experienced by teachers in science class guidance. Answers were provided by 434 elementary school teachers and by 341 lower secondary school teachers. As a result of this investigation, areas of frequent difficulty, their causes and the nature of difficulty in guidance became apparent. Elementary school teachers don't think that there are contents which are difficult in any specific field. However, most lower secondary school teachers have difficulties in the teaching chemistry. Most of these difficulties are due to a lack of subject knowledge, to deficient teaching skills, to the child's insufficient grasp of the subject or to the shortage of preparation. Most teachers at lower secondary and elementary school level fail to realize the child's insufficient grasp of the subject Most elementary school teachers have difficulties in teaching the expansion of metal, water and air, and changes in water condition, while the majority of lower secondary school teachers have difficulties in the teaching of properties of gases and observation of living things. The causes of these teaching difficulties are due to the special characteristics of the content of study.
