نشریه پژوهش در آموزش شیمی
پیاپی 1 (بهار 1398)

The relationship between university and industry is one of the most important factors for development. The development of various societies is highly dependent on the relationship between these two sectors. Therefore, the Farhangian University, which deals with the teaching of student teachers, and ultimately the educational system that is responsible to raise the students' talents and creativity. They must be committed to planning in the appropriate context for the relationship between chemistry and industry education in curriculum. The statistical population of this study consists of 150 student teachers of chemistry at Farhangian University. The samples were taken using a one-stage random cluster sampling (108 students). Descriptive statistics (frequency and percentage), Pearson correlation, Friedman test and common statistical softwares were used to analyze the data obtained by questionnaire measurement tool. The results showed that for the link between chemistry education and industry, we should provide a suitable basis for the students of the university to increase the relation between industry and education.

One of the new cognitive perspectives in education is conceptual mapping. The mapping is a tool to display information in the form of a diagram, in which the logical links among concepts can be clearly visualized. In other words, the conceptual mapping is a graphical method that can replace the traditional note-taking methods. For active learning, effective communication is required between what we already know and what we need to know. By using the mental map, the learners could combine their existing knowledge with the new concepts and therefore active learning is promoted through a conceptual map. The conceptual map is also an appropriate tool for curriculum development, developmental evaluation, final evaluation and creativity enhancement. Conceptual maps drawn in mind mapping software such as Xmind, Mindomo, and Mindmanager are digital concept maps. These drawings are easy to design, build, edit, store and share. In this paper, we have tried to improve the quality of chemistry pedagogy while presenting these softwares to draw up conceptual digitization maps and designing conceptual digital maps of the topics of chemistry. Also, applying these maps will limit common misunderstandings and improve speed reading.

The purpose of the present study is to use inquiry based method to deepen solution making skill in the laboratory. This study is conducted on students who are undergoing general chemistry lab No 2. The inquiry based teaching method creates the situation for learners to solve the problems by thinking and research based on their subjective questions and finally concluding from it. The main focus is on the arguments presented at student group seminars and the coach does not suffice on the final report. In addition to mastering solution making skills, students seek to develop critical thinking when searching for resources and during different stages and doing practical work. In the implemented plan, knowledge is the result of the student's experience; so that, he will be able to solve it in the similar way.

Due to the importance of green chemistry in protecting the environment, preventing the destruction of natural resources and creating a healthy and natural life, over the past several decades, green chemistry has emerged as an important component of chemistry education and is rapidly expanding. Various educational materials have been developed to teach the 12 principles of green chemistry to students in schools and universities around the world. However, there is international pressure on sustainable development that challenges educators and teachers of green chemistry to gauge the complexities of green chemistry and to consider social sustainability factors. In this review paper we describes the history of green chemistry, its teaching and its relation to sustainable development, the courses and programs that have been working to achieve these goals in recent years. In addition, some of the methods used to evaluate the learning outcomes of green chemistry courses are discussed and reviewed.

Entrepreneurship and the creating the spirit of production in the new generation have always been emphasized by the educational systems including Iran’s. Hence, education (office) as the main pillar of the educational system of the country is required to take the necessary steps in the direction of entrepreneurship training, which as a result will contribute to the country's industry and economy, as well as meet the scientific needs of the industry. The school takes this burden as the connecting point of the community and the educational system. Therefore, creating a productive environment in the classroom and increasing the entrepreneurial spirit in students is one of the tasks of the school and teachers. This research presents a method for teaching basic sciences in which the creativity of students is taken into consideration, so that the method (IBSE) (Inquiry based science education) was performed in the field of air and gases in "Salaam" high school and its results has been analyzed and studied. It was found from this activity that in addition to teaching specialized chemistry concepts, other concepts such as civilization, technology and creativity which help to develop entrepreneurship could be teach using IBSE method.

The previous learning experiences of student teachers can affect their understanding of science nature and its teaching methods, and its feedback is effective in the teaching-learning process. The purpose of this study is to investigate the effect of high school education in terms of the student teachers’ strategy in the teaching –learning process in science education. The statistical population (statistical sample) of the study consisted of student teachers of primary education in Farhangian University of Mazandaran. These student teachers have different diploma in high school. The data was collected based on the "draw a Teacher of Science" checklist and Analysis of variance was conducted to find a meaningful relationship between the type of student teacher’s diplomas and their teaching strategy. The results showed that the student teachers with mathematics and humanities diplomas adopted the conceptual method and those with empirical science choice transitional method. There was no significant difference between the student teacher’s primary strategy in teaching science and their diplomas and they showed a nearly identical attitude toward setting up their science class.