نشریه پژوهش در آموزش شیمی
سال چهارم شماره 2 (پیاپی 14، بهار 1402)

The approach of learning through observation provides a platform for observing appropriate behavior and performance in chemistry education for teachers. In this approach, the learner can learn by observing the behavior and performance of the teacher and his classmates and solve educational problems by doing group activities. In this research, the effect of conducting an experiment with simple devices according to the learning through observation approach on knowing the concept of ionic dissolution in tenth grade students has been investigated. The statistical population included all female students of the 10th grade of experimental and mathematical fields of Hajar school in Isfahan city, 17 of them were selected as a statistical sample using available sampling method. The research was conducted by examining experimental and control groups. The research data collection tool is a diagnostic test containing two questions including one descriptive question and one four-choice question. The descriptive question of the test is related to the completion of the dissolution reaction of ionic compounds and its four-choice question is related to the ions formed after the dissolution of ionic compounds. The results of the research show that education based on the approach of learning through observation has a positive effect on learning the concept of ionic dissolution and students who have learned this concept based on the approach of learning through observation, can answer the questions of this topic correctly.

The purpose of this research was to investigate the effect of education based on the wave-based educational design model on the learning of the chemistry course of the first year students of the second secondary school. The statistical population of this research includes the education of the 4th district of Tehran, and the sample size is Abuzar Ghaffari High School with the number of 41 male students of the 10th grade who were placed in two classes of 20 and 21 students. In this research, the pre-test-post-test method was carried out with the control group and experimental group for both experimental and control groups under the same conditions. The reliability of the test taken with Kuder-Richardson 20 formula was 0.94. Multivariate analysis of covariance (MANCOVA) method was used to analyze the data. The results of the research showed that the wave educational design model had a significant positive effect compared to the traditional teaching method (p<0.05).

In the contemporary world, paying attention to new sciences and technologies is one of the basic elements to achieve progress. Undoubtedly, the correct understanding of new sciences and techniques, education and finally their application is the main factor of cultural, social, industrial and economic growth and development. It is obvious that without paying attention to this, the realization of educational and research goals will not be possible in an appropriate manner. Was. Among the new technologies, nanotechnology has attracted everyone's attention. This technology, which is an approach in all fields of science and engineering, has the ability to produce new materials, tools and devices by manipulating atomic and molecular levels. Today, the field of this technology has extended to most basic sciences and engineering and has gained interdisciplinary acceptance. The scope of the application of this technology in the field of medicine, biotechnology, materials, physics, mechanics, electricity, electronics, chemistry, health, agriculture, etc. requires educational systems to provide related concepts and topics. to nano materials and their applications, to increase students' awareness in this scientific field. By gradually including the materials related to nanotechnology in the science and chemistry textbooks of secondary school, it is possible to partially compensate for the lack of knowledge of students in this scientific branch. Although the basic training of this technology requires written planning. The use of appropriate tools, images and classroom research plans can be very useful in conveying the main concepts to students and better understanding the scales.

Currently, all over the world, one of the most important challenges in safety programs is protection and prevention in the workplace and laboratory; Because health is considered the highest blessing of God and its maintenance and care should be one of the priorities of life and work. Chemistry is one of the most widely used experimental sciences that we face directly in our daily life; His teaching will be more effective when many concepts are taught along with testing. By doing practical work, learning is facilitated and time is saved, and it also causes the growth of creativity, and innovation and raises the spirit of teamwork among students. Research has shown that the lack of attention and interest of teachers in the scientific method of teaching is the lack of necessary facilities in the laboratory, the lack of sufficient safety in the laboratory, especially in the lower levels of education, and the dangers that threaten the lives of students. taken and the material has been collected and analyzed from reliable sources; An attempt has been made to investigate the risks and fears caused by working in the laboratory; By reducing or eliminating those cases, the entry of learners into the laboratory environment is free from any possible risks and makes education easier.

Using appropriate and efficient teaching methods can speed up and deepen the education process. lack of attention to pay attention to the expression of concepts and lack of attention to use practical examples in chemistry causes students to not make a proper connection with the theoretical aspect of these lessons and not to have enough motivation to learn basic lessons in them. This research has been done with the aim of applying the principles of physics in teaching chemistry concepts to students. The current research method is a review of research literature. Researches conducted between 1996 and 2022 in the field of application of physics concepts in teaching chemistry concepts have been investigated. The results of the research show that the use of physics concepts in teaching chemistry concepts increases the interest and positive academic attitude in the chemistry course

This research has investigated the extent of using the active method in the content of thermodynamics in second edition highschool chemistry textbooks volume 1, 2, 3. The purpose of this research is practical and clarify how successful the books has been in therm of active content. The statistical population includes 3 high school chemistry textbooks. First, the content of thermodynamics was identified and it was coded and analyzed using William Rumi's technique including text, images and questions in specific categories. The results of this research showed that the change of the coefficient of the categories (indicator of students' activity in the learning process) in the text, pictures and questions is 0.245, 1.33, and 5.30 respectively, so the text is less desirable than expected and passive, the images are desirable and active, and the questions are more inclusive and passive. Also, based on the results of Shannon's entropy method, the average information load and importance coefficient of passive text categories is higher than active, while it is the opposite in the field of images and questions.

Trying to improve the educational system of countries is one of the important actions of researchers in the field of education in all countries. Examining the educational systems of leading countries in education and using their successful experiences can be effective in improving the educational system of other countries. In this article, the research was conducted using descriptive-survey qualitative research method, and the materials were collected by referring to the documents related to the education systems of Finland and Iran, information databases, and library sources. Examining the educational content and goals in Finland, unlike Iran, shows that in Finland researchers from different universities are placed next to educational designers. In Iran and Finland, the content is determined, selected and organized in relation to the educational goals, but in Finland, the teacher has more freedom to choose the content that matches the educational goals. Finally, the recommended solution for improving Iran's educational system is to get help from researchers from other universities to produce educational content and to give teachers more freedom in choosing educational content.

Considering that the topic of electrolysis is one of the important and difficult topics that includes abstract concepts, therefore, a large number of learners have problems in learning it and face many misunderstandings. The vastness of the topic of electrolysis and the various applications of its products in life requires education in a new way. Over the years, countless approaches have been developed to improve teaching and its complementary activities. Learning based on exploration and construction of the concept by the learners themselves can play a significant role in creativity, innovation and creating motivation and interest in their learning. Educational design based on 5E exploration approach seeks to facilitate learning. The present study tries to explain the method of conducting low-cost experiments with an iquary method in the electrolysis cell and to discuss the advantages of this method. At the end, some suggestions are presented in the field of this research. By using this content for education, we can witness meaningful learning and a deeper understanding of the subject in learners. The results of this research can help in formulating the curriculum of chemistry content to teach the exploratory model of lifelong learning and prepare learners for life in society and industry.

Learning and teaching chemistry is often considered difficult due to its complex, intangible and abstract concepts.  One of the ways to facilitate this is the use of educational technologies in teaching chemistry.  Augmented reality technology is an interactive experience of a real environment that allows for increased understanding of complex concepts at most educational levels.  Despite the many researches conducted inside the country on the application of augmented reality in education, no systematic study was found that focuses on the application of this technology in chemistry education.  The current research is a systematic literature review in order to investigate widely used devices, advantages and challenges of using augmented reality in chemistry education.  Among the results, the concepts related to molecular structures were among the subjects in which augmented reality was used the most in teaching and learning, and the benefits of using this technology are concentrated in the field of emotional learning.  Smartphones and tablets were the dominant devices in the use of this technology in classrooms.  Also, according to the results of the studied research, suggestions were made to support the active use of this technology in chemistry education.

Human dreams and imagination often give birth to new science and technology. Nanotechnology, the frontier of the 21st century, was born from such dreams. Nanotechnology is defined as the production and control of matter between 1 and 100 nanometers in which unique phenomena enable new applications such as drug delivery, pollution monitoring sensors, solar cells and biodegradable polymers. In a span of almost half a century, nanotechnology has become the foundation of industrial progress. Therefore, research and development in this field, workforce development, education and curriculum planning are an integral part of the progress process in the field of nanotechnology, which should be given more attention. It is clear that students are the future builders of society and its social capital, it is essential to familiarize this segment of society with the basic concepts of new and important technologies from the early years of knowledge acquisition. In this article, an attempt has been made to explain the concepts related to nanomaterials, their applications and the latest findings in simple and understandable expression for students.

Liquid crystals are materials that their structural and mechanical properties are between the liquids and crystals. Meaning that, they can flow like a liquid while its molecules like solids, have a certain order and orientation. In recent years, liquid crystals have attracted the attention of many researchers due to their unique structural features. Considering that solvent effects play an important role in many physical and chemical interactions, it is important to investigate their optical properties in various industrial and medical fields. Dipole moment is an important optical and electronic property of molecules, its changes lead to change in electronic structure and as a result change in photophysical and biological behavior of this group of molecules. Based on this, in this research work, dipole moment in the ground and excited states of Discotic liquid crystals with three different substitution groups were measured through UV–visible spectroscopic technique. The results reveal that the electron cloud resides in the central part of these liquid crystals.

According to the production of science and the fundamental transformation of education, it should be combined with the use of active educational methods. Teacher training centers play a role in training teachers and students by providing new curricula. The current objectives are to review and present the plan in the field of educational research methods in chemistry. A good chemistry teacher should choose methods for his teaching that students are actively involved in learning and studying and create challenges for them. But the teacher chooses the methods that are compatible with the characteristics of most of the students. With this, according to the review of resources for teaching strategies in teaching chemistry, conceptual design methods, conducting interesting and educational experiments at the beginning of the class, using proverbs, teaching in natural environments, asking questions before students and creative education, from entering and methods A show is suggested.

Among the features of the new era, which is called the era of information and communication technology, is the introduction of new technologies such as information and communication, the results of which are an increase in the volume and variety of information, a change in the use of information, a change in communication channels, and an increase in access to knowledge. Therefore, Getting to know information and communication technologies and their use, called "information literacy", is beyond "traditional literacy" and should be considered by all people with the emergence of new technologies. Chemistry is one of the subjects whose concepts are difficult to understand from the point of view of teachers and students, and usually, there is no positive attitude toward it. Due to its laboratory and functional characteristics, the chemistry lesson has a high ability to present concepts, simulations, and computer animation. The purpose of this research is to use information and communication technology in chemistry education.

Misconceptions refer to any kind of false ideas notions that cause non-scientific beliefs, confused concepts, simple concepts and theories without scientific roots. Misconceptions cover a wide range of scientific concepts. Misconceptions not only in chemistry, but in other fields at all levels cause major problems for science educators, scientific researchers, teachers and students. If the concept in question is scientifically abstract and incomprehensible oncepts, it will be much more necessary to recognize Misconceptions and deal with them. The present article, is a kind of review article in which the subject of common Misconceptions of students in teaching chemistry in the high school has been discussed. In explaining chemistry concepts, vague terms and definitions should not be used and clear and understandable explanations should be used. Teachers should refrain from providing redundant data to students. It is also a very good solution for teachers to be familiar with different types of misconceptions in different lessons.

Chemistry has many abstract concepts that students have difficulty understanding and learning. These concepts are important because if these underlying concepts are not properly understood by the learners, subsequent scientific concepts or theories will not be understood. Most of the students have difficulty in understanding the concepts of chemistry and despite trying hard for chemistry exams, they fail the exams. Science education tries to make students acquire scientific knowledge. Knowledge is constantly developing. People change meanings and concepts to fit their perceptions of knowledge. Therefore, meaning and concept as the final product is a cognitive ability. Through a person's interaction with more complex situations, concepts are created, strengthened, expanded, or completely removed and transformed. In the present research, we examined and reviewed the concepts of experimental sciences, especially understanding and perceptual concepts or misunderstandings of chemistry concepts. We explained the methods of understanding the concepts and the misunderstandings that occurred, and then the research of different researchers was discussed about the concepts of chemistry and basic science courses. In the end, based on the reviewed research, suggestions have been presented that will be fruitful.

The purpose of this research is to investigate the relationship between the third chapter of 10th grade chemistry and science textbooks of the junior high school. This research is of a descriptive-content analysis type and its statistical population is science textbooks and the third chapter of 10th grade chemistry, which was published in 1401. In this research, the aims and educational content of the mentioned textbooks have been investigated and compared and analyzed. The results of the analysis will help 10th grade chemistry teachers to learn about the scientific background of students in connection with the third chapter of 10th grade chemistry titled "Water, the song of life" so that they can improve the learning process of the students accordingly. Also, methods are provided to improve the learning process of students. In this study, it was found that there is a correlation between the science textbooks of the first year of the junior high school and the third chapter of 10th grade chemistry, which is necessary to know for teaching the 10th grade chemistry. Also, if a student has not learned the concepts of the textbook of science well, he may have misunderstandings to analyzing chemistry topics and have incomplete learning.

Chemistry is the science of life and it is impossible to imagine life without chemistry. In the absence of chemistry, the sun will no longer shine, metabolism will not be carried out in the bodies of animals and plants, and even no production and economic activity will occur. Chemistry is also one of the important subjects in high school. Nevertheless, chemistry education has always had problems and difficulties, and teachers have always thought of finding a solution to facilitate the learning of chemistry. Using practical work and chemistry laboratory is a suitable solution to increase the amount of learning chemistry. Education along with practical work can make students think and help them learn. In this regard, this research has been conducted with the aim of reviewing the importance of teaching chemistry through practical tasks and its role in students' understanding, and several simple and low-cost experiments that can facilitate the learning of chemistry have been investigated. The study method is searching in Persian and English databases and reviewing articles, books and theses related to chemistry education and the use of laboratories in chemistry education. And at the end, the importance of using experiments to facilitate the learning of chemistry has been discussed.

The present research was conducted with the aim of investigating the effect of the different assignments of the 10th chemistry lesson on increasing students' learning and familiarity with the applications of chemistry in the lives of the 10th grade experimental science students of Shahid Mahbobe Danesh School in Ashtian city in the academic year of 1401-1402. This research was investigated with the action research method and using the researcher-made questionnaire tool among the students. The validity of this research was confirmed by asking the opinion of 2 senior teachers of Arak city and its reliability was also confirmed by retesting. The findings indicate that giving divergent assignments to students leads to an increase in students' learning and more familiarity with the applications of chemistry in their lives, as well as more stabilization of the contents of the chemistry lesson in their minds, as well as a deeper understanding and understanding of this lesson. . It is suggested that teachers use divergent assignments to increase learning in chemistry.

In this research, the effectiveness of six different study methods in learning chemistry has been investigated. The statistical sample investigated in this research was 52 students of the 12th grade of experimental and mathematical fields from one of the high schools in the 8th district of Tehran. The questions of this research were prepared in the form of a multiple-choice questionnaire, which was given to the students, and then the results were evaluated by analytical-descriptive methods. In order to ensure the efficiency of these six methods in chemistry tests, the students were asked to participate first in a descriptive test and then in a standard four-choice test with average level of questions. According to the general results obtained during this research, it was found that pre-reading and post-reading of course materials, as well as continuous but short-term study during the week, has a significant effect on improving the learning of the chemistry course and also the desired performance of the students in the tests of this course.

The human mind is active and the teacher creates learning conditions and strengthens mental skills and thinking abilities. Teaching method is one of the most important elements that are increasingly effective in achieving educational goals. Exploration is a research method that can help us understand what and how the world around us is.This paper uses guided probe teaching model to investigate the effectiveness of balancing concept and electronic arrangement. The research method is a descriptive review with an applied approach. In this research work, a number of worksheets that have been prepared and implemented for the desired purposes in the chemistry classroom are introduced. By compiling worksheets based on guided probe cycles, the learner benchmarks the data and writes explanations for the development of chemical concepts. Observations of this study showed that this teaching model leads to the activation of students and their full participation in teaching and learning.

Learners often find studying secondary school chemistry challenging, and commonly develop alternative understandings of the subject, variously labelled by researchers as misconceptions. Misunderstanding is observed not in chemistry but also in other scientific fields and at different levels. Determining students’ misconceptions in chemistry is important for an effective teaching and learning chemistry. in this article, four misunderstandings in tenth grade students have been identified and investigated. The concepts of atomic structure, structure of ionic compounds, difference between compound and element, difference between intramolecular and extramolecular bonds were investigated. CMDT tests have been used to obtain results in these studies. These findings can be used to improve the chemistry education program.

Laboratory applications that were introduced in the mid-twentieth century not only provided a new point of view but also brought a new dimension to the lessons learned. Initially, they were used to prove theoretical knowledge, but recently they have evolved into environments where students can easily explore knowledge as individuals or in groups. The activities that have come about with the recent form of laboratories have significantly helped to educate students for a constructivist approach, which are research, searching for solutions, discovering scientific solutions and deep reasons about scientific concepts. However, at the current stage of our educational system, these activities could not be included in the course content. Now, by studying the educational systems of several countries, virtual laboratories have appeared as an alternative solution to the problems of education in the form of applied courses. In this research, with the aim of using virtual laboratories, their advantages and disadvantages were investigated and some virtual laboratory studies in the field of chemistry were introduced and presented.

In the present study the understanding of chemsistry teacher students of chemistry education department of Farhangian University about some concepts of thermodynamics and chemical kinetics has been studied and their misconceptions extracted. The statistical population of the research is student teachers of chemistry education and the method of data collection is a researcher-made questionnaire containing several questions about the desired concepts. After confirming the validity of the questionnaire, the test was held in normal class conditions and without prior notice to the students. The results of the study showed that some students of this university have difficulty in understanding these concepts and have misunderstandings similar to those reported in literature for secondary school students. It was found that the use of thermodynamic reasoning to solve kinetic problems, the inability to use one's knowledge to solve certain problems, and the role of textbooks are causes of misunderstandings among student teachers. The results showed that there should be enough vigilance about the possible misinterpretations of student teachers to reduce the possibility of misunderstanding. Introducing definitions along with showing applications on specific problems and discussing common misunderstandings is the suggestion of the current research to prevent students' misconceptions.