نشریه پژوهش در آموزش شیمی
سال دوم شماره 1 (پیاپی 5، بهار 1399)

Learning theories determine the most appropriate strategies, tools, and methods for different learning situations. The attention and use of each depends on the teacher and his or her attitudes, learning conditions, learner characteristics, and educational goals. In this article, while reviewing these theories, by bringing examples of research works, their educational applications in chemistry education are discussed. The period of time considered from 2008 until now has been used by applying these theories searching in Persian databases and reviewing articles, books and dissertations related to chemistry education. The results of this study showed that each of these theories emphasizes a specific type of learning and one of the important applications of these theories in chemistry education is to teach concepts and process skills using games and computer simulators (behaviorism approach), use of pre-organizer and concept map (cognitive approach), use of social learning (metacognitive approach) and use of inclusive learning methods, problem-based education and pointed to situational learning (constructivist approach).  It is recommended that chemistry instructors be fully acquainted with this set of theories and use a specific approach based on the situation and content of the training, followed by appropriate strategies. In general, behavioralism is suitable for teaching goals in the field of psychomotor and cognitiveism and metacognition and constructivism is suitable for teaching goals in the field of cognitive and metacognitive.

Students faced with various definitions and patterns in chemistry to justify the formation of chemical bonds and compounds. Teachers expect the students to memorize and apply all these concepts. This descriptive-analytical study investigated the understanding, ability for using these definitions and patterns, and the misapprehension of students regarding chemical bonds. First, a plan was developed concerning chemical bonds utilizing the Johnston learning model to determine the understanding of students. The plan was assessed for ten groups of three grade 12 students. The results demonstrated that although most of the students can give a good explanation of ionic and covalence bonds and even draw the structure of Lewis or fabricate models, they have incorrect assumptions for the analysis of these models. The reason for this shallow and unstable learning can be attributed to the high volume of teaching material in each educational level and this factor itself can cause more misunderstandings. Using passive methods such as lecturing, lack of motivation and enthusiasm for learning in learners which can be effective in poor learning and misunderstandings.

This article describes and analyzes an educational experience related to teaching the geometric shape of molecules and the VSEPR rule using IBSE modeling (Inquiry-Based Science Education) and has a qualitative approach. In this article, the author tries to mention her lived teaching experience to introduce a simple modeling activity, which in addition to increasing the variety of educational activities designed to teach the geometric shape of molecules, is a stimulus to discuss ideas beyond the "octet rule. As a result of this handwork, a greater and better understanding of the covalent bond and geometric shape of molecules is obtained for the learner without the need to memorize the material and the formula. Also, low cost, easy access to the necessary tools and materials, psychological approach, attention to individual differences and different learning styles, attracting the audience's attention, etc. are the advantages of this method.

The purpose of this study is to identify the misconceptions of primary school teachers about the states of matter. The statistical population of the study was primary school teachers in Marand, and the statistical sample of the research included 50 people. Each participant was asked to answer the open-ended question about the difference between the states of matters, solid, liquid, and gas. In research data analysis, descriptive analysis techniques have been used. Findings in research indicate that Marand primary school teachers have misconceptions such as: The shape of solids does not change, there is no space between the particles of solids, gases are not affected by gravity, and do not disappear like solids and liquids, the size of solid particles are larger than liquid ones, and liquid particles are larger than gas particles.

Due to the expansion of educational methods for all study sciences in the present century, the need to instruction through practice and experimentation is felt more than ever in the educational process. Experiments in the field of experimental sciences bring a wide range of thought and clear understanding to thinkers and students in this field. Practical action and experimental experimentation is a clear and tangible step in solving the challenges and abstract problems of teaching and understanding chemistry, and a visual and convincing solution that offers beyond human imagination in an understandable and observable context. During this research in the form of teacher experiences, we will review, brows and offer educational experiments that are prepared based on practical measures, and the implementation approach for chemistry education is approved. The purpose of this study is to make some academic tests suitable for students and to provide some examples of tests along with chapters of textbooks in which it is more appropriate to present the tests. Also, descriptions of laboratory activities are provided separately. In conclusion, the use of designed experiments will be more useful for school students and more fruitful for college students. There are also some practical recommendations at the end of the research.

Since 2000, the Organization for Economic Co-operation and Development (OECD) measures the performance of 15-year-old students using the Pisa Scientific Literacy Test (PISA) in member countries every three years, emphasizing their ability to deal with real-world issues and future life challenges. PISA assessment is not just about reproducing what students have learned, but also about testing how students can apply their learning in new situations, both at school and outside. The PISA test answers questions about whether students are well prepared to face the challenges of a future life. In this research, while describing the PISA evaluation system, different dimensions of scientific literacy in the template of this system have been analyzed. A general comparison of the structure of the PISA test with the trends in the international mathematics and science study (TIMSS) and progress in international reading literacy study (PIRLS) tests was done in terms of objective, type of questions, and process. The PISA test assesses the skills of the reading, science, mathematics, and problem solving by focusing on students' characteristics, motivation, and attitudes toward learning and learning strategies, while the TIMSS and PIRLS study the mathematics and science education and reading literacy progress, respectively, with curriculum orientation and with focusing on curriculum and teachers' classroom behaviors and school activities.