نشریه پژوهش در آموزش شیمی
سال دوم شماره 4 (پیاپی 8، زمستان 1399)

In the age of sensitive diseases such as corona virus, the need for distance education is felt more than ever. Therefore, the use of information and communication technology is a new and solid way to teach and learn study courses. Especially for chemistry as an abstract course where using a variety of software is a big step towards a lasting understanding of difficult concepts. Virtual (electronic) education provides the most up-to-date methods of chemistry learning in accordance with the new educational principles in the field of world education. Utilizing the experiences and strategies to improve the quality of teaching and learning of researchers can smooth the educational process and provide the ground for further growth and promotion of technology. In this article, with the aim of reviewing data related to information and communication technology and e-learning and introducing educational software in chemistry course along with their advantages, goals and disadvantages, which have been done by literature analysis method, background and research results Examples of research works on their educational applications in chemistry education were discussed. The method of study is searching in persian databases and reviewing articles, books and dissertations related to chemistry education, and at the end, suggestions for improving e-learning are presented.

Nowadays, smartphones and their software play an important role in facilitating the teaching-learning process. Some of these softwires can help a lot in performing tests or analyzing their results. In this study, using a mobile application software, after taking a picture of the surface of the container on which the oil was spread, the Avogadro number was determined by determining the thickness of the oleic acid monolayer. This method of measuring the Avogadro number by imaging the oil stain with a mobile phone and then calculating its level by the software, compared to other physical methods of determining the oil area (such as drawing a shape on glass and then paper) in less time and more accurately is possible. This calculates the area of ​​the oleic acid monolayer accurately. In this method, while performing the classical experiment of measuring Avogadro number by counting method, which is necessary for students' deep understanding of this important physical constant, it is possible to increase the accuracy of calculations and reduce the measurement steps.

In the last year, the Covid-19 pandemic has provided the opportunity to use new educational methods, analyzing the teaching-learning processes, increasing the quality of learning, and adopt new methods of the world's educational systems. The global experience of the last year with Covid-19 disease and the uncertain prospect of finding a quick cure suggests that it is not easy to go back to the old way of life and education. Therefore, there is a need to design and implement new teaching and learning methods. These learning goals should be guided by analyzing the existing global challenges and the methods needed to address them and by the frameworks that provide knowledge, skills, and attitudes. This article through reviewing the published literature about changing chemical education approaches describes a set of competencies in three dimensions of crosscutting reasoning, core understandings, and fundamental practices.  These approaches can be used to design, implement and evaluate chemistry curricula, teaching approaches. And evaluation to be used in the chemistry courses in science and engineering. The main form of argument described in this paper is the system thinking that students must develop to study and understand complex global systems and phenomena.

Nowadays, chemistry is recognized as a comprehensive and widely used knowledge in all areas of life, and the progress and evolution of many sciences as well as modern industries are somehow related to this science and therefore, learning chemistry is essential for talented and interested students. As a result, it is necessary to write chemistry high school textbooks carefully enough to fix its problems. This paper has a critical look on tenth chemistry book written in the educational research and planning organization on. In this research, some of the strengths and weaknesses of the book have been addressed by using educational theories in teaching chemistry as well as scientific resources in the different branches of chemistry, as well as collecting the results of a survey of a number of chemistry teachers. In this research, we have focused on the main presupposition of the problem, i.e. the use of appropriate scientific and educational content, and in order to improve the scientific level and provide more educational goals, a review and critique of the tenth chemistry written in the Educational Research and Planning Organization has been done. In a part of this research, using the principles and techniques of education in a survey research, 160 colleagues of chemistry teachers working in three provinces of the country with more than 8 years of experience were surveyed. The statistical population of teachers participating in completing the questionnaire was extracted by province, gender and type of response.

In this study, it was decided to examine the factors affecting the interest and motivation of high school students in chemistry in the form of a research activity. This research was conducted through questioning (and review of audience responses), researcher experiences in chemistry classes and review of various texts. The results showed that various factors are influential, including the content of the book, curriculum planning and student study methods. It was also found that establishing a relationship between chemistry and everyday life (to identify the applications of this science in life), synchronizing theoretical and practical teaching (to increase learning efficiency), using collaborative teaching methods, preventing fear and strictness In the classroom, calming students and creating a friendly and interactive atmosphere (to achieve educational goals) are also effective factors in increasing the motivation of students to study chemistry. In this regard, other strategies were implemented and examined, which were found to be encouragement, appropriate communication, simple teaching, hopeful conversations, providing a variety of materials (face-to-face, virtual, textbook, direct observation, etc.), compassionate teacher performance and prevention of authoritarian management can also increase students' interest and motivation in chemistry.

The purpose of the present study was to content analysis of tenth grade chemistry textbook  based on William Romey and Shanon Entropy techniques. This research is an applied research and in terms of implementation is descriptive and content analysis. The first chapter of the tenth grade chemistry book published in 2016 in terms of text, image and practice dimensions based on William Romey and Shannon entropy techniques has been studied. The findings showed that involvement with text and images was 0.38 and activities was 4.5. In other words, the text and images are inactive, while the activities at the end are more active. Using the Shannon entropy, it was found that the attention to (c) in the text was higher than the other categories; The coefficient of significance of category (a) in non-written content is higher than that of other categories; the active categories with the four indices have the highest coefficient of significance (0.116) over the inactive and neutral categories; the highest coefficient of significance is related to the inactive index a (0.52).