In the elementary school science class, I develop the learning that adopted the process of the solution to the problem now. In this learning process, I will walk a process called "the consideration" in a process leading the conclusion for the problem. The instruction in the process of this "consideration" becomes vague, and it is lectured on to even a teacher not to mention a child what is not ... [Show full abstract] performed with an idea of clear instruction. Therefore I clarified I arrested you, and how the elementary school teacher instructed "consideration" in the learning of the elementary school science some other time. Therefore I developed a question paper for teachers and investigated it. As a result, what does the teacher of the elementary school instruct in a consideration scene? Is the teacher going to let a child think about what in a consideration scene? As for the teacher, the above-mentioned thing that I did not include a clear thought in about two points became clear. Based on the actual situation of this teacher, I want to examine the way of the instruction of the "consideration" scene in the science learning of the elementary school in future.