The problems experienced during the process of teaching by the teachers who conduct science and technology course in primary schools

This study aims to highlight the problems experienced during the process of teaching by the teachers who conduct science and technology course in primary schools in the province of Elazıg.The population of this study is comprised of teachers working in primary schools in the province of Elazıg.To represent the population , the teachers carrying out the science lesson in primary schools in Elazig city center and in the district centers were selected randomly and identified as sample. Together with the teachers carrying out the 4th and 5th year of the first level of the primary schools, the teachers carrying out the science course of the second level of the primary school of these selected schools were reached. The 31 teachers reached from the branch of Classroom Teaching and 19 teachers reached from the branch of Science and Technology Education were given the prepared questionnaire.SPSS program was used to analyze the data collected. Percent and frequency technique was applied to personal information. T-Test was used to define whether or not the difficulty levels of problems experienced by teachers change statistically before the teaching process of Science and Technology Course, during the teaching process, during the assessment process, during Science and Technology Course, in the Science and Technology cirriculum according to the branch (Science and Technology Teacher- Classroom teacher), gender (Female-Male), having a master degree, the place of teacher?s duties/( where they work). ANOVA was used to define whether or not the difficulty levels of problems experienced by teachers statistically significant difference before the teaching process of Science and Technology Course, during the teaching process, during the assessment process, during Science and Technology Course, in the Science and Technology cirriculum accourding to Professional Seniority (0-5 years, 6-10 years, 11-15 years, 16 years and over) and the educational status ( Clasroom Teaching, Science and technology Teaching, Colleges of Education, Colleges of Education + Degree Completion, Two-year Educational Institute, Two-year Educational Institute + Degree Completion, The Branch Teaching out of Faculty of Education, Degree Programs out of Faculty of Education).No significant difference is seen prior to the process, during the process,in the testing and evaluation,in the science and technology and in the cirriculum in terms of branch, educational status and duty place. But as a result of the analysis, it is observed that science and technology teachers face more difficulties than the classroom /(elementary)teachers in the stages of pre-process and assessment while classroom teachers face more difficulties than the science and technology teachers during process. But generally speaking, it is observed that female teachers face more trouble than male teachers in the issues experienced by teachers conducting Science and Technology Course in practice ( the problems faced during preparation before process, the problems faced in the process, problems faced in the activities of assessments), in the issues related to Science and Technology Course and in the issues related to Science and technology Cirriculum than male teachers in terms of gender. According to datas gathered through Tukey-Test in terms of Seniority, no significant difference is seen between 0-5 years and 16 years. No signifiacnt difference is seen in the aspect of master degree, either.Key Words: Primary, Science Education, Testing and Evaluation, SPSS, Cirriculum