نشریه پژوهش در آموزش شیمی
سال دوم شماره 2 (پیاپی 6، تابستان 1399)

In this study, chemistry student teacher's perception in application of mathematical expressions in physical chemistry were investigated. The statistical population of chemistry students in this research is 17 volunteers from Shahid Hasheminejad Campus in Farhangian University of Mashhad, who has passed the Physical Chemistry 1 course and investigated their interpretation of using of mathematical equations in thermodynamics. The research method was descriptive-analytical. The results showed that although the students were successful in the basic mathematics courses and also could appropriately solve and analyze the mathematical equations, and represented appropriate interpretation in various algebraic terms with different degrees, while they had great difficulty in using mathematical expressions in thermodynamic systems. Misconceptions in the definition and application of partial derivatives as well as exact and inexact differentials had a thermodynamic quantity that led to the improper using of these differential equations in various thermodynamic systems. They also paid less attention to the units of a quantity and misinterpreted it in the application of units of thermodynamic quantities. Students also had difficulties in connecting the mental quantities such as entropy and Gibbs free energy to the objective quantities such as volume and pressure using Maxwell relations.

The main purpose of this study is to investigate the factors that facilitate the process of virtual chemistry education in the Corona era. In the present article, an attempt has been made to use descriptive-analytical method and citing reliable domestic and foreign sources, while introducing e-learning as the main method for continuing the education process, to the economic aspects of its widespread use in the country's education system. Especially for courses that require a laboratory, such as chemistry. The results show that in basic and important courses such as chemistry, which are highly dependent on the laboratory, we can achieve the highest possible learning efficiency during virtual education with the help of new educational technologies without spending money. If we use the experiences of leading countries in the field of education, with proper planning, we can make e-learning part of our education system and use its benefits to improve the learning of learners.

In this study, the main components of environmental education in the tenth grade chemistry textbook in the academic year 1398-99 have been studied by Shannon method. The present study is applied-descriptive and content analysis. Due to the limitations of the statistical population, which the nature of the subject under study required, sampling was not performed and the entire content of the book, including text, shape, margin, question and other items in it, was selected as a sample and examined. Six components of water, air, soil, animals and plants, noise pollution, and energy were considered as the main components of environmental education. Analysis of the data by the above method showed that, unlike the air component, which had the highest frequency, the water component with a significance coefficient of 0.2611 had the highest weight load, in contrast to noise pollution with a significance coefficient zero has the lowest degree of importance, and soil, energy, animals, plants, and air have less weight and degree of importance, respectively.

Experimenting is one of the ways to learn the principles and general results of science that can make students think, discuss and draw conclusions, and ultimately learn. Chemical experiments making students understand. It is a solid way to maintain the visual teaching process and principles to advance the educational goals in chemistry as deeply as possible. Experimentation has a very high status in chemistry education and considering its benefits and effects will cover all the shortcomings of abstract chemistry education. Understanding students in many topics in chemistry textbooks guarantees adequate attention and intelligent implementation of the guidelines of each experiment to learn more and deeper topics . In this article, with the aim of reviewing the materials related to the laboratory and teaching chemistry based on experiments, along with their advantages, goals and disadvantages, which has been done by literature analysis method, background and research results, and by bringing examples of research works to applications was dealt with in chemistry training. The study method is searching Persian databases and reviewing articles, books and dissertations related to chemistry education. Finally, suggestions are made for the widespread use of laboratories in schools to improve chemistry education.

This study was conducted with the aim of production and designing of self-study educational content about the history of X-ray discovery and developing its related spectroscopic methods. This is a library research and indexing has been used as  data gathering tool.  It was found that in the 19th century, many scientists were interested in studying the passage of electricity through solids, liquids, gases and vacuum, and cathode ray was discovered in the margins of these studies. Many experiments were then carried out to investigate the nature of cathode ray, and in 1895, when the range of this ray was examined in the air, X-ray was accidentally discovered. Physicians were amazed at the nature of X-rays and used them to study the structure of crystals and atoms, and physicians used them to study the human body and to diagnose and treat diseases. In 1896 the intensity of these rays was measured. In the years 1905-1909, characteristic X-rays were discovered and studied. Their electromagnetic nature was then proved by experiments. In 1913, these beams were used as the standard method for identifying crystals. In the 1920s, new spectrometers were developed to measure and detect the structure of matter, and in 1956, X-ray spectroscopy revealed the spiral structure of DNA strands in cells.

The development of nanotechnology has caused a revolutionary wave in the education systems of countries around the world, to train experts in this field. The various educational programs for different age categories show a comprehensive focus on the investment in this field of technology. The expansion of the use of nanotechnology in various fields of industry, medicine, electronics, agriculture and health, persuaded the educational systems to increase students' knowledge of this science by providing concepts and topics related to nanomaterials and its applications. The lack of knowledge of the students can be partially compensated by gradually incorporating of the nanotechnology-related contents into high school science and chemistry textbooks. However, basic education of this technology requires principled training. The use of appropriate tools, images, and research in the classroom can be very helpful to teach the main concepts to the students and better understanding of the scales. Therefore, we hope to see the introduction of nanotechnology concepts into the schools in Iran and expanding of the students' knowledge of the progress by investigating the necessary conditions and facilities. The results show the lack of a written framework, lack of adequate infrastructure, high volume of textbooks and lack of adequate teachers are the main challenges in the field of nanotechnology education.