Abstract
In teaching of chemistry, every teacher can enumerate some topics of the chemistry curriculum, which are hard to understand or to memorize for grammar school students. These topics were defined as a problematic parts of subject.
There was a qualitative educational research conducted with teachers of chemistry at grammar schools. The goal of the research was not limited to determinate the difficult parts of curriculum in organic chemistry but also included methods of the teaching.
Finally the research also encompassed the reason behind the root causes misunderstanding of organic chemistry topics. Based on the results of this research there were new learning materials designed.
They show the problematic topics of organic chemistry in different ways using other teaching methods. These materials will be consulted with teachers and theory will be proved in chemistry lesson at grammar school.