نشریه پژوهش در آموزش شیمی
پیاپی 4 (زمستان 1398)

The purpose of this study is to determine the effectiveness of teaching self-regulatory strategies on the academic achievement of 11th grade students in chemistry. In this study, it was semi-experimental with the design of unequal control groups. The statistical population of this study was 100 female students of the 11th grade of experimental field in Yazd secondary school in the academic year of 2018-19, among which two classes of 80 people were selected by cluster random sampling method and in control and experimental groups. The experimental group was trained in self-regulatory strategies for 9 sessions. However, the control group did not receive any self-regulatory training. Both groups were tested before training, immediately after training, and the follow-up phase. Variance analysis was used to analyze the data.  The results showed that the experimental and control groups were significantly different in the post-test and follow-up stages. And teaching self-regulatory strategies has a significant effect on the academic achievement of chemistry lessons for 11th grade students.

The aim of this study is to analyze the content of high school chemistry textbooks regarding the components of environmental education and to improve their content in this field. The type of research is descriptive and the method is content analysis. The statistical population and the statistical sample of the research include three chemistry books of the tenth, eleventh and twelfth grades, which have been studied in the form of text, image and practice dimensions. Shannon's entropy method has been used to analyze the content of the books in question. The results show that component 4 (efficiency and optimal use of available materials, resources and energies) with a coefficient of significance of 0.168 is the most important component of environmental education in chemistry textbooks of senior high school and component 6 (the impact of pollutants on ecosystems) With a coefficient of significance of 0.107, the least important component of environmental education in chemistry textbooks is the second year of high school. Also, the lowest volume of components related to environmental education is in the form of images, and since the images provide students with objective and tangible information and lead to deep learning in them, this amount seems small.

Textbooks have a very important role in students’ understanding and their learning and analyzing them from different points of view is essential and necessary. In this way, teachers can be very helpful and their experiences may be considered as a reliable source to improve textbooks. The goal of this article is investigating the first high school chemistry textbook and trying to find it’s pros and cons from the teachers’ point of view. This book is newly published and probably its pros and cons has not been analyzed, so investigating about this book’s challenges seems necessary. In order to conduct this research, a questionnaire was provided to the chemistry teachers and the results were analyzed. The results show some disadvantages (such as heavy and content dispersion) and advantages (such as close relation with real life) which is presented in the following. Also, some suggestions will be mentioned to improve the efficiency of this educational book and enhance the students’ learning.

Misconceptions in science lead to deviations from the goals and the ability to expand the concepts and strengthens the learning the content of the sciences being studied. In the case of abstract and incomprehensible concepts such as some chemical concepts, It will be much more important to recognize and deal with misunderstandings. Stoichiometry which is the study of quantitative relationships between materials in chemical reactions is one of the most important sources of chemical misconceptions because of its difficulty. In the present study, understanding of physics education students about the concepts related to the stoichiometry and the law of conservation of mass have been studied. To gather information, students were asked to describe the relationship between the concepts of stoichiometry, balancing, chemical equation, and the law of conservation of mass as a concept map based on own prior knowledge. Student responses were collected, investigated and their misconceptions extracted. According to the findings of this study, most of the students are unable to construct the correct relations between these concepts and some of them use incorrect phrases and phrases containing misconceptions.

Misconception refer to the knowledge structure that is activated in a wide variety of contexts and is resistant to change. In other words, any kind of scientific objection in the knowledge structure is called misconception. Misconception refer to previous ideas, unscientific thoughts and beliefs, and confusing concepts and it shows a situation in which students' opinions are completely at odds with modern scientific interpretation. Students' misconception in different courses is now a major threat in general teaching-learning process at school or college level. Students' misconception, not only in chemistry, but in other fields at all levels, constitute a major problem of concern to the science educators, researchers, teachers, and students. Therefore, it is not only vital to discover students' misconception of the concepts of chemistry, but also to change their perspective is a major challenge for teachers. Accordingly, the present paper reviews the students' common misconceptions of chemical bonds and points out some of the factors influencing the creation of this type of misunderstanding and offers some suggestions for solving this problem.

The purpose of this study is to provide an alternative design for the phase equilibrium experiment of naphthalene-diphenyl amine system, etc. in the Physical Chemistry Laboratory course with a green chemistry approach. In this proposed method, palmitic acid-pentadecanoic acid system has been used. The phase equilibrium diagram of this system shows a simple eutectic point. The proposed system, unlike solid-phase equilibrium systems - common liquid in physical chemistry lab, not only does not have environmental problems and is not harmful to human health, but its waste materials can be easily recycled. After reviewing the results, the melting point of 66.4 °C for palmitic acid and 60.3 °C for pentadecanoic acid was obtained. Then, the adaptation of the experimental data was performed with the proposed polynomials of Excel software and the enthalpy of melting of palmitic acid was determined as 60.85 kJ per mole. Also, the  eutectic point was observed around 57 °C and molar fraction 0.44 for palmitic acid.