نشریه پژوهش در آموزش شیمی
سال چهارم شماره 3 (پیاپی 15، بهار 1402)

Electrochemistry is one of the sub-branches of chemistry that investigates chemical reactions that are carried out due to the passage of electric current, or their performance causes the creation of electric current. Electrochemistry is always known as one of the most difficult subjects in high school courses, and teaching and learning it has always been difficult. One of the constant concerns of high school chemistry teachers has been the teaching of electrochemistry, and chemistry teachers have always tried to provide solutions that facilitate the learning of chemistry. In the current research, the design of educational content in the field of electrochemistry with the STEM (Science, Technology, Engineering and Mathematics) approach for undergraduate chemistry students has been discussed, during which the teacher designs the educational content and creates knowledge content. Also, after designing the educational content, the teacher should be able to teach this educational design with a new approach, that is, using the TPACK (Teaching Technology Content Knowledge) approach. The STEM and TPACK approach used in this research is one of the new methods and approaches of designing educational content and teaching, which use them in teaching and designing an educational content helps the long-term and meaningful learning of learners and leads to exploration and acquisition of skills in learners. However, the successful implementation of such approaches and strategies requires that teachers be aware of them and guide classroom activities accordingly.

The topic of breathing is a biochemical process that takes place in the human body and is one of the main topics of biology textbooks in the second period of high school.Considering the interdisciplinary identity of this subject and its importance as an applied subject, its teaching method is very vital and requires the creativity and attention of the teacher. The respiration process has stages, each of which is performed in a part of the cell, and each stage is performed by specific enzymes with specific performance conditions that the teacher by mastering the interdisciplinary teaching methods (biology-chemistry) can play an important role in the Process of teaching-learning of the students. The teacher's teaching method in the mentioned learning process should be active and student-centered, and the students themselves should actively participate in learning. Collaborative and integrated teaching methods can be successful in this field. Participatory method is one of the active teaching methods in which lesson concepts are meaningfully presented with the participation of small groups of students and in addition to increasing knowledge, it increases the social and moral skills of students.

The purpose of the present research is to investigate the chemistry topics of the new book written by seventh grade experimental sciences in the academic year of 1400-1401 based on William Rumi's method. To what extent are the sentences and pictures of the chemistry topics of the seventh grade experimental science book actively edited? This research was conducted using quantitative content analysis and descriptive statistics. The studied community in this research was the chemistry section of the new book of experimental sciences of the seventh grade of the academic year 1401-1400. The results of the study showed that the conflict index for the sentences of the chemistry texts in the book of experimental sciences of the seventh grade was 0.54 and for the images of these texts, the appropriate range was 1.06. Considering that the correlation coefficients of the chemistry content of this book are close to 0.5 and more distant from 1.5, therefore and on the other hand, to improve the quality of science education, its content should be designed in such a way that students are guided to understand the material, the content of this book is relatively actively composed, but it is far from the ideal situation.

Following the change of programs and approaches in writing textbooks and the consequent change in teaching-learning methods, it is necessary to change the assessment methods in order to achieve the expected goals. In this research, the ability to perform a performance test in a simulated situation in meeting the teacher's expectations of the 12th grade students in the concept of acid and base and the occurrence of creative responses has been investigated. The statistical population included all 12th grade female students of experimental and mathematical fields in Sosangard city, 26 of whom were selected as a statistical sample using available sampling method. The research data collection tool is a researcher-made test containing six simulated situations and a checklist based on the principles and components of Plesk's creativity model. The validity of the test questions was confirmed by one of the faculty members of Farhangian University and one of the professors of chemistry. The reliability coefficient of agreement in coding similarity using the Holsti test was found to be 82%. The results of the research show that this evaluation method can meet the teacher's expectations by 77.8%, but it did not have much effect on the students' creative responses.

Due to the change of students' grade from 9th to 10th and also the change in their physical and mental conditions as well as the specialization of courses, the teaching process in this grade is of special importance. During the teaching of 10th grade chemistry, both teachers and students deal with several problems that by recognizing and solving them, the class could be more attractive for students and consequently the process of learning would increase. In this study, it has been tried to examine the problems that both teachers and studentsface in teaching and learning 10th grade chemistry, and consider solutions for each of them based on documentations. The basis of this research was the preparation of separate questionnaires for 10th grade teachers and students, in which challenging items were examined. Finally, according to the examination of the results, more hours are needed for this educational volume for 10th grade chemistry, so that according to the needs of this age group to create a more emotional relationship with the teacher, more dialogue can be provided in the class, and in order for them to participate more actively in the process of teaching, new methods are supposed to be provided to deepen their learning.

Using appropriate and efficient teaching methods can speed up and deepen the education process. This research aims to introduce the project-based learning method in basic Science education to students. The current research method is a review of research literature. Researches conducted between 2000 and 2022 in the field of project-based learning, especially in chemistry education, have been examined. The research results show that the use of project-based learning method improves academic performance. Also, in academic motivation, creating empathy, group behavior has significant positive effects. Learning with this method is highly durable due to the active participation of students and obtaining answers through their own efforts. In this method, the high participation of learners makes them satisfied. They can relate the problem solving skills learned in it to real life. However, teaching in this way requires more participation of teachers in designing educational projects based on the content of chemistry courses and preparing tools and infrastructure in the school and high participation of learners. Using the project-based learning method in the chemistry classroom is recommended to teachers and university professors.

The current methods of experimental sciences teaching in Iran include mainly the lecture teaching method, which causes many students to have too much distance with ideal state in terms of curriculum content usage. Nowadays, the most advanced countries in the world are countries that have reached top of self-sufficiency in using the experimental sciences content and can use well the scientific content of this field in order to resolving their essential needs. So it is logical that achieving this position requires the principled and correct learning of curriculum content through new teaching methods. In our country, due to various reasons, such as the disproportion of teachers-students ratio, lack of necessary facilities in schools, and some teachers being unawares and not professional about new and appropriate teaching methods with their specialized fields, the contents generally will remain at level of memorization so students will fail to use it in their lives and to solve problems. With development of new teaching methods in the world, have occurred a wonderful change in education process of pioneer countries, that all of them are important due to make practical the new teaching methods and pay attention to this issue. The greatest development and influence in field of new teaching methods occurred in courses such as physics, chemistry, biology and geology, which are subcategories of experimental sciences.

Didactik models are used to illustrate the decisions and actions that chemistry educators make about Why, What, How, and When to teach a specific content or implement a specific educational activity. It is important for chemistry educators to recognize and reflect on the types of models that guide their work. Therefore, in this research, a number of didactik models that are mostly based on the chemistry triangle (What, Why, and How) and (Teacher, Learner, and Content) is introduced and their applications in chemistry education is analyzed. The models reviewed in this article include content models, relevance models, sequence models, practice models, curriculum models, analysis and reflection models. Examining these types of models directs our attention and actions when designing curricula, planning for teaching, or evaluating the learning process. These didactik models support the implementation of research-based instructional practices and are useful for the professional development of teachers.

Chemistry lesson is one of the lessons that, firstly, certain people have an inner interest in it, secondly, because most of its content is subjective and not completely tangible, therefore, in teaching this lesson, we usually encounter problems, of course, many of these problems can be solved with measures. It is solved by chemistry teachers who have an active mind. The teaching process in chemistry is facing deep challenges. One of the challenges is lack of motivation and lack of interest and enthusiasm of the students in the course material. Because the difficulty of abstract materials and requiring deep thinking in the materials along with the complexity of calculations and memorization of concepts, many students face a decrease in the motivation and enthusiasm of learning chemistry. Let's not forget that for learning and understanding any subject, enthusiasm and motivation along with greed for learning has the greatest impact on the progress of the subject. The current research is a review study on the need to increase motivation and the reasons and effective solutions in chemistry education.

Chemistry is a fascinating and complex subject that can offer students a wealth of knowledge and understanding of the world around us. However, without a comprehensive framework for teaching chemistry, it can be difficult for students to make sense of the different concepts and topics they are expected to learn. Classifying educational goals in chemistry is an important step to understanding the subject. By breaking down the objectives into manageable chunks, it is easier to focus on one area at a time and understand the overall concepts. Therefore, it is essential to establish a clear framework for chemistry education goals in order to   teachers can develop more effective lesson plans ensure that students receive the best possible education and and students can gain a greater understanding of the material. In this article, we will discuss the importance of having a well-defined framework for chemistry education and the benefits it provides for students. We will also look at some of the most successful examples of chemistry education frameworks and how they can be applied to enhance student learning outcomes.

One of the problems that the higher education system is facing is the lack of academic motivation of students, which affects the academic performance to the extent that it has become the concern of many researchers and researchers and policy makers of the educational system. Therefore, the aim of the current research is to study the causes of academic demotivation among student teachers of basic sciences. In the current research, the foundational data theory approach, which is a qualitative research method, has been used, and in-depth interviews have been conducted with 20 student teachers of Allameh Amini Campus in Tabriz using a targeted sampling method. Data analysis was done based on open, axial and selective coding. The findings showed that according to the students, there are eight main categories: lack of diversity in teaching methods, learning of technology-oriented lifestyle, undesired quality of academic services, tendency towards material values, securing the future of employment, weakness of academic social capital, lack of student growth and Lack of attention or inattention to the infrastructure of the university which cause the process of student teachers' academic demotivation.

The present research deals with the content analysis of the science book in the sixth grade. The research method is descriptive and of the content analysis type based on the William Rumi's method. The statistical population includes the second and third chapters of the 6th grade science book, which deal with the topic of chemistry, and the statistical sample includes the entire statistical population. According to William Rumi's content analysis method, the unit of analysis in this research is the text, image and activities of the second and third lessons, whose level of activity will be checked in the present research. In William Rumi's method, active, passive and neutral categories are used to analyze and measure the level of activity of each part of the text, image and activity, in which the engagement coefficient is obtained via dividing the active categories by the passive ones. With the number ranging from 0.4 to 1.5, that section is considered as the desired content. The results of the content analysis based on the William Rumi's method show that the level of engagement in the second and third lessons of the sixth science book in the text section is 0.3, which indicates that this section is inactive. In terms of the images, the engagement coefficient shows the number 0.63, which achieves the desired situation. In the activities section, the engagement coefficient 28 was obtained, which indicates the excessive activation of the students' ability in this section.

This study is to investigate the challenges of conducting teaching practice of in a virtual way, and express practical solutions for it. This research is based on qualitative data research method. For this purpose, based on purposeful sampling, 15 lecturer supervisors who had teaching practices experience in face-to-face and virtually participated in this study. Semi-structured interviews were used to collect information. Data analysis was done based on the theory based on systematic data. Improving the software and hardware infrastructure of online platforms, better interaction between teacher supervisors and lecturer supervisors, reducing the number of activities, not emphasizing the 5E teaching method and using other constructivist methods that are more compatible with online education, familiarizing student-teachers with appropriate teaching strategies, designing a learning unit, and producing appropriate content for the space virtual were some of the things that were suggested to improve the implementation of educational activities in the process of action research and lesson study.

The purpose of this research is to "investigate the effect of conducting experiments on the learning of 11th grade high school students in the chemistry course of the field of experimental sciences in Bakharz city." The research has been conducted in a semi-experimental way with two control and experimental groups with pre-test and post-test. The statistical population of the research consisted of 170 female high school students in Bakharz city in the academic year of 1402-1401, of which 30 students were selected as available samples. The measuring tools are the researcher's educational achievement test. The validity of the academic achievement test was checked and confirmed by several experienced chemistry professors and teachers using face and content validity methods. The reliability of the academic achievement test was obtained using spss software with Cronbach's alpha method of 0.75, which indicates the appropriate reliability of the test. After matching, the students were randomly divided into two control and experimental groups based on their previous chemistry grades. The experimental group was trained for 8 weeks (8 sessions of 90 minutes) in the chemistry lesson with the experiment method and the control group with the traditional teaching method. After this period, both groups were tested.

There are many approaches to teaching science, and among them, the inquiry-based approach has significant support from science educators. A good education should basically be a judicious combination of approaches, the research approach being one of them. This research aims to introduce the inquiry-based learning method in the teaching of basic sciences, especially in the field of chemistry, to students. The current research method is a review of research literature. Researches conducted in the field of inquiry-based learning, especially in chemistry education, have been examined. The research results show that the learning with inquiry-based learning method refers to student activities in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world. In the inquiry-based approach, students learn to formulate ideas and explanations about specific phenomena and then conduct simple investigations to test their ideas. the use of inquiry-based learning method improves academic performance and also has a significant effect on academic motivation and positive emotions. Learning by this method as a result, due to the active participation of students and obtaining answers through their own efforts, it has a high durability.

In the present era, information and communication technology (ICT) has affected various dimensions of human beings, as the effects of this science on basic science courses are also evident. Chemistry is one of the subjects whose concepts are difficult to understand from the point of view of teachers and students. Due to the laboratory and non-practical nature of this course, it has a high ability to present concepts with computer simulation and animation. Many concepts such as: the movement of gas molecules, the molecular structure of compounds, etc. can be presented by computer simulation. In order to improve the teaching-learning process in any scientific field, the best methods should be used according to each subject, so that the profession of teaching and learning is always up-to-date, attractive and more efficient in parallel with the scientific development in each field. The purpose of using ICT in the curriculum planning process is to increase the quality of teaching and learning. This article tries to explain the role of information and communication technology in the field of education, investigate the place and impact of this phenomenon on the curriculum and state its advantages and disadvantages, and by bringing examples of new technologies, their educational applications in education. Check chemistry. The study method is searching in information bases and reviewing articles and books related to chemistry education. Among the most important results obtained in this research, it can be mentioned that as information and communication technology is used in many processes, the use of these technologies is inevitable in the field of education.

The purpose of this research is to investigate the effectiveness of two brainstorming and lecture teaching methods in the academic progress of students. The research method is semi-experimental in the form of a pre-test-post-test design and our statistical population includes male students of the second year of the 18th district. In order to sample the students, two classes were compared with each other, in one class brainstorming teaching method was used and in the other class, lecture method was used. Our statistical sample also included 60 male students of the 10th grade of Shahadai Haft Tir High School. Teaching by two methods of brainstorming and lecture was taught for two classes separately and after that two groups were tested and the data was analyzed by covariance test using SPSS software. The mean scores of the two experimental and control groups are significantly different from each other.

This paper is a study on junior high school students' misconceptions about the density and related concepts. Density which is related to the concepts of mass and volume often confused with them. These concepts are introduced in the seventh grade textbook. Teachers are often in trouble with teaching of density concept and explaining the difference of mass and density. In addition, students usually complain that they could not understand the concept of density well. The purpose of this study is to identify the level of misconceptions of seventh and eighth grade students about the concept of mass and volume as well as density. In order to collect information, a questionnaire with 4 multiple choice questions was used. Students' answers were analyzed to assess their understanding and to extract possible misconceptions. Based on the results, most of the students in both seventh and eighth grades have a misunderstanding about the concept of density.

What is the secret of the progress of human civilization in the present form that we are witnessing now?. If we think about it for a bit, we may answer the findings and research of scientists in the first place, which is the correct answer, but if something was discovered in any period and it was not possible to transfer it to the next generations, civilization in its present form would no longer exist, so This is what has caused progress to be achieved while preserving the structures of the past, teaching the knowledge of the current generation to the next generation, but lack of education or disruption in education has wide consequences. The experiences of the corona pandemic era and the closure of face-to-face education showed us that we cannot be satisfied with virtual education and neglect face-to-face education. In the upcoming article, we will deal with the review of integrated education, which is one of the current topics in the field of education, which, considering the importance of chemistry for secondary school students, can be used in In order to compensate for the shortcomings of face-to-face education, it was used to form the mental structures of students.

Misconceptions refer to the structure of knowledge that is activated in various contexts and is resistant to change. In other words, any kind of scientific flaw in a person's knowledge structure is called a misunderstanding. A misunderstanding refers to previous notions, non-scientific thoughts and beliefs, and mixed concepts and shows a state in which students' opinions are completely contrary to modern scientific interpretation. And it is also one of the most important factors that prevent students from meaningful and permanent learning. As a result, it is necessary for teachers to be aware of these misunderstandings in order to help students understand the material in depth. In order to investigate the misunderstandings related to burnout, a research was conducted among thirty-eight experimental students (all three grades) of Al-Zahra school. In this survey, it was found that students have confusion and misunderstanding in distinguishing the differences between incomplete and complete burning and such cases. In this research, we have tried to mention some of these misunderstandings in order to attract the attention of teachers.