نشریه پژوهش در آموزش شیمی
سال چهارم شماره 1 (پیاپی 13، بهار 1401)

The purpose of our research in this article is to achieve the goal of teaching chemistry better by providing a model based on exploratory teaching method and comparing the effect of lecture teaching methods with exploratory teaching methods and students' attitudes toward teaching chemistry. First, we discussed the importance of different teaching methods and the impact of each on students' learning, and then presented a model based on teaching the exploratory method. We have described the different stages of teaching this model in detail in each session, and finally, after teaching through lecturing and exploratory teaching methods in a few sessions, we found that students learn concepts by exploring and asking questions. If they learn, they will remember much more than we can teach them the same content in other ways. Examining the mean scores of post-test and pre-test students in the exploratory teaching group, the results indicate that there is a significant difference between the mean scores of pre-test and post-test in the two teaching methods and a significant difference in the exploratory teaching method. It has faced a great growth, and this indicates that the exploratory teaching method plays an essential role in students' learning.

With the outbreak of the Covid-19 disease and the consequent widespread closure of schools and universities all around the world, education methods have undergone many changes. These changes have happened very quickly in all parts of the world as in our country. Virtual education was widely used in many educational centers. This sudden transition from traditional to virtual education has had consequences. Students and teachers entered a new era of education that was mostly unknown. One of these changes is the much wider use of information and communication technology (ICT) in sicence education. In this article, we have reviewed the literature and studied the capabilities of Information and Communication Technology (ICT) in education, especially in chemistry teaching. The various aspects of information and communication technology, the impact of the Covid-19 pandemic on the more and more use of information and communication technology (ICT) especially in science education, also the opportunities and challenges created in this regard for students, teachers and professors have been examined.

Electrochemistry is a broad and very important subject in chemistry. The many applications of this field in the production of green and sustainable energy based on solar cells, batteries, fuel cells, as well as the development of sensors based on electrochemistry express this issue. Considering the importance of electrolysis process in the electrochemistry and the necessity of learning this science for chemistry students, in the current research, we designed a practical content. The current research has been devoted to the design of electrolysis content for undergraduate students based on an inquiry approach and an applied-descriptive type. At first, by reviewing the references of courses related to electrochemistry, the necessary prerequisites for the design of the desired content were examined. Then, main subjects were assigned to design educational content to teach practical activities in the field of electrolysis. Finally, the scientific content was designed according to the inquiry approach. It is hoped that by using this educational content, we will witness meaningful learning and a deeper understanding of the electrolysis subject in the learners.

One of the most obvious factors that play a role in the scientific progress of a country is the educational system and the content of textbooks of that country, so by examining and comparing the books of Iran with other countries, it can play a significant role in the scientific progress of the country and improving the content of textbooks. The present study was conducted in order to compare the content structure of the Iranian chemistry book with the Ethiopian chemistry book. In order to achieve the goals of the research, two topics of atomic structure (Bohr atomic model and quantum numbers) were selected. The research data were analyzed according to Brady's model. The results showed that by examining and comparing the secondary chemistry textbooks of two countries, the strengths and weaknesses of each can be identified. Therefore, we conclude that in order to solve some educational problems and shortcomings of scientific concepts in the mentioned books, if possible, changes can be made such as paying more attention to the teaching of inorganic chemistry, providing more figures and tables, deepening the teaching of some concepts, etc. In scientific researches, compilation and editing of textbooks of Iran should be used by respected enthusiasts.

The present study was conducted with the aim of comparing the effectiveness of the teaching method based on problem solving with the usual lecture method using balloon molecular models to implement the general chemistry course of the geometric shape of molecules for basic science students. This research is a type of applied studies and a semi-experimental method. The statistical population of this research was the basic science students entering 2017 and 2018, studying biology and physics at Farhangian University of Tabriz, who were randomly assigned to two experimental and control groups. The collection of information and data required for the statistical reliability of this research was done based on the final short answer test. The validity of the designed questions was confirmed by the opinion of experts, and statistical analysis of variance (ANOVA) was used to verify the reliability of the data. The obtained results were analyzed by statistical values of F and T test and other statistical parameters obtained from ANOVA. The findings of the research showed that using the method based on problem solving for the active learning of the learners along with the use of the molecular model in the mentioned topic in the general chemistry course is much more effective than the usual lecture method.

In the educational system of Iran, textbooks are the main source of learning available to students and teachers. Students are obliged to memorize and learn the content of textbooks. In this research, an attempt was made to prepare an appropriate content for teaching the elements recognition according to the findings and principles of the content selection and learning experiences using the technique of content analysis and based on Brunner's exploratory point of view in the curriculum. The educational content was designed in the form of practical activities and tailored to the scientific needs of the junior high school students. The statistical population of the research includes female junior high-school students of Karaj city in the academic year of 1400-1401. This activity was performed during the Covid-19 pandemic under virtual educational system. Therefore, at the end of the activity, in order to check the effectiveness of the prepared content, a Google form survey was designed and its link was given to the students. This survey contained components and content elements that were prepared based on Bruner's exploratory approach. This content has improved the attitude towards exploratory method, future jobs, chemical elements and chemistry in general, except for the attitude towards the interest in supplementary classes in the junior high school students.