نشریه پژوهش در آموزش شیمی
سال سوم شماره 3 (پیاپی 11، پاییز 1400)

The significance of computation as a comprehensive and powerful tool in the basic sciences, especially physics and chemistry, has provided a platform for research interests and insights in this branch of science (computational chemistry). On the other hand, human has always encountered nature through theoretical or experimental studies. With the introduction and development of computers in the last four decades, however, scientists can precisely explore various processes through computer-aided simulations and find the answer to their questions in a far simpler way. In this regard, the present article is aimed to provide a summary review of computational chemistry which is opposite the theoretical and non-computational chemistry. By reviewing the molecular simulation methods (Monte Carlo and molecular dynamics) this paper tries to offer a comprehensive picture of these concepts. The library method was employed to collect the data.

The aim of the present study is to analyze the content of thermodynamics in the textbooks of the chemistry of the high school in the recent century according to the method of William Romey. The statistical population includes 24 high school chemistry textbooks in 7 time periods. First, in each period, thermodynamic content was identified and determined that from 1304 (beginning of secondary education in Iran) to 1354, the thermodynamic content in the second-high school chemistry textbooks was very low, so the thermodynamic content after 1354 with William Rumi technique including text Images and questions were coded and reviewed in specific categories. The results of this study showed that the trend of changing the coefficient of involvement of categories (index of students' activity in the learning process) text, images and questions in the years 54 to 72: 0.285, 1.750, 1.250 years 72-79, respectively.: 0.077, 0.916, 0.782, years 79 to 95: 0.409, 2.266, 2.071 and 95 so far: 0.245, 1.333, 5.308, so in the text, it is less than desirable and inactive. The images are desirable and active, and the queries are more than all-encompassing and inactive.

The purpose of this study is to review the research conducted in the field of modern teaching methods and its use in teaching chemistry, especially electrochemistry. Due to the prevalence of coronavirus in the world and and its impact on various sectors, especially in the field of education, today virtual classrooms in schools and universities have made it difficult to teach conceptual courses such as electrochemistry; Hence, teachers have turned to new teaching methods, one of the newest of which is Educational Content Knowledge (TPACK). In this review article, we tried to use the types of authoritative researches and articles that have been published in the field of modern teaching methods, electrochemical education and its relationship with TPACK; Most of these articles state that traditional lecturing and traditional teaching methods have led to a misunderstanding of electrochemistry; But today, misuse and ignorance of technology has led to misunderstandings in courses such as electrochemistry. As a result of this study, it was found that high school students have different misconceptions about electrochemistry. After identifying misconceptions, a teacher can correct misconceptions with new teaching methods such as TPACK. Successful implementation of such strategies, however, requires teachers to be aware of students' prior knowledge and possible misconceptions, and to guide classroom activities accordingly.

The purpose of this study is to compare the content analysis of organic compounds in the textbooks of the chemical industry of technical and vocational high school with the chemistry of the second theoretical high school using the technique of William Romey. This research is applied in terms of purpose and descriptive in terms of method and content analysis. The results of this study showed that the text engagement coefficient in the books of Chemistry 2 and Chemistry 3 of theoretical high school and basic technical knowledge and specialized technical knowledge of technical and vocational high school are 0.06, 0.17, 0.17, 0.16, respectively, which shows the text on the subject of organic compounds in these books is passively designed. Also, the coefficient of involvement of images in the books of Chemistry 2 and Chemistry 3 of theoretical high school and basic technical knowledge and specialized technical knowledge of technical and vocational high school were 0.14, 0,2, 0,41, 0.42, respectively, which shows the images related to the subject of compounds. Organic has been actively designed in the books of Chemistry 2 and Chemistry 3 of the theoretical high school, and the images related to the topic of organic compounds in the books of basic technical knowledge and specialized technical knowledge of the technical and vocational high school have been passively designed.

The aim of this study is to analyze and compare the content of the chemistry textbook for the senior high school in 1399-98 school year in terms of attention to environmental education, which were examined by deductive coding method. To accreditation the results, two coders were used to accreditation the results, and the agreement between the coders was 90%. The results showed that the categories of environmental protection education are in the text with a frequency of 70, question 14, task 8 and image 18. The categories of environmental education are cognitive (91%), attitude (9%) and skill based (0%). According to the results, although the improvement in environmental protection education in the "10th and 12th Chemistry Text Books" is better than in previous years, this trend has not continued in the eleventh textbook. Therefore, the principle of diversity and continuity in environmental categories and different areas of teaching-learning has not been given much attention in textbooks.

Many high school and college students have difficulty with basic thermodynamic ideas in chemistry. Thermodynamics consists almost entirely of concepts and equations that are not comprehensible and must be hypothetically learned in order to perform calculations and pass exams. These include important and somewhat incomprehensible concepts for learners are entropy and predicting changes during reaction. This article aims to examine this category of the mentioned relationships and some ways of expressing this concept in learning and overcoming common misconceptions about it using the results of selected research conducted in this field has been studied and analyzed. In this study, what learners understand about entropy and what they misunderstand is identified and classified. Among the factors that are effective in understanding entropy accurately and helping to learn it properly can be related to entropy with molecular movements, the use of appropriate terms in its expression, the use of analogy and the relationship of energy levels with entropy changes in teaching this concept pointed out.