Abstract
From the author's personal experience it seems that chemistry education, at least at some schools, focuses more on presenting the subject-matter (teaching) than students' learning it. Achieving the educational goals of (science) learning is therefore disputable.
However, there are no data to support revision of subject-matter. This contribution is led by the endeavour to start a discussion on the reason of several topics from chemistry education in the Czech Republic.
The results of a questionnaire research point at several problematic topics from chemistry education. The analysis of the gathered data indicates topics which chemistry teachers consider difficult for their students and also consider them less important.
The results of the survey could therefore be a cornerstone in revision of chemistry curriculum (framework educational programmes).