نشریه پژوهش در آموزش شیمی
سال چهارم شماره 4 (پیاپی 16، بهار 1402)

Chemical equilibrium introduces students to other chemistry concepts, including acid and base reactions, oxidation-reduction reactions, and solutions, and mastering the concept of chemical equilibrium leads to mastering other chemistry concepts and problems. The concept of chemical equilibrium was developed in 1803 after Bertollet discovered that some chemical reactions were reversible. He said that in order for any reaction mixture to be in equilibrium, the rates of back and forth (reverse) reactions must be equal. The discussion of chemical balances in school textbooks dates back to the 1960s. There are always challenges in the teaching-learning process of chemical balances, and studies have shown that many secondary high school teachers, including theoretical fields and conservatories, teach Chemical balance has been considered a problem. The discussion of chemical equilibrium, which is a mixture of kinetic, thermodynamic and mathematical topics, is considered one of the abstract topics of physical chemistry that has created problems in its teaching-learning process. By using the theory of constructionism, it is tried to explain the concepts of chemical balance. Asking questions and prompting the student to find the connection between concepts to get the result clears up many misunderstandings not only in the topic of balance but in all concepts.

Experimentation is one of the ways to learn the basics and general results of science that compel students to think and ultimately learn optimally. Experiment-based education is a robust method for maintaining the visual process of teaching and principles for furthering educational objectives in chemistry. The laboratory is the complementary sector and the focus of empirical science education, which provides students with participation in science-related activities and learning the scientific method. Since most of the findings of empirical sciences are obtained through observation and implementation of experiments, therefore, the best way to effectively learn empirical sciences is to conduct experiments and live observation of scientific evidences. In the present research, at first, the role of the laboratory in the teaching of experimental sciences, including chemistry, will be discussed, the goals and approach to implementing this method will be addressed, and the views of several experts regarding the importance of laboratory teaching, the stages of the laboratory teaching method, and also separately, the ways of presenting laboratory activities, merits and limitations of this method are examined, suggestions for using this method as much as possible in schools in order to improve chemistry education are presented. In the end, the process of making colored crystals by first-secondary students is described.

Nanomaterials with their amazing and useful properties are becoming more popular in human life day by day, and getting to know the properties of these particles can have a significant impact on the quality of human life. The void of concepts related to nanotechnology as one of the effective techniques in achieving the goals of sustainable development is very felt in the experimental science laboratory books of secondary school and it is very important to include the basic concepts of this science in the teaching materials of different educational levels. Teaching any concept in a practical and laboratory manner has a great impact on the deep learning of that concept, and nanotechnology as a science that has experimental and laboratory origins, in this research, we designed a simple experiment to prepare magnetic iron oxide nanoparticles in the school laboratory, in order to familiarize students with Nano science is practical and finally, by identifying the structure of these materials by magnet and scanning electron microscope (SEM), we explain the concept of nano and its importance in sustainable development and its different applications in life.

Due to the progress and development of science in various fields and the major changes that have occurred in the content and methods of teaching and learning, traditional teaching methods have been substituted by new methods that are based on the active role of students. However, in most Iranian schools, the teaching method is still often the same as the lecture teaching method, which is based on transfer of concepts from the teacher to the students. Considering that the content of our textbooks is like many other countries in the world, but the weak educational performance of some of our students, especially in chemistry, shows the inefficiency ofinactive teaching methods. The aim of the current research is to compare and explain problem-based, collaborative, lecture and integrated teaching methods in chemistry education and examples of its operational strategies.

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.

In the current research, effective and correct teaching strategies in teaching experimental science and its impact on students' learning have been investigated, and the research method is descriptive-survey. The purpose of this research is to investigate new teaching methods, including collaborative, exploratory, scientific visit, and project methods in the course of experimental sciences, so that the teachers of this field, using these methods, can raise students with a creative and capable spirit. The findings indicate that the discovery method, project method, exploration method and role-playing method have an effect on students' learning. In addition, in this research, the discovery teaching method had a greater effect on students' learning than the other three teaching methods. Finally, the integration of these four methods in teaching experimental sciences can have a tremendous impact on learning the content of experimental sciences in elementary and secondary schools.