نشریه پژوهش در آموزش شیمی
سال پنجم شماره 3 (پیاپی 19، پاییز 1402)

Education and learning in scientific fields including chemistry has always been one of the fundamental pillars of development in society. In the world today, with rapid advancements in technology and science, there is an urgent need for new perspectives and approaches in chemistry education. One of the most important areas in this regard is research and innovation in the process of teaching. By studying and analyzing the existing teaching methods and evaluating their educational outcomes, it would be possible to identify better methods. Research in chemistry education helps in developing more innovative and appealing methods for learning. For instance, the use of educational films, computer simulations, and virtual laboratories are all among the research outcomes in the field which contribute to improving the learning process. Innovation also plays a significant role in developing chemistry education since developing innovative methods in education can increase students' enthusiasm leading to more attractive types of learning. Furthermore, innovation in educational content and relating education with the real world encourages students to engage in deeper and more practical learning.

Analysis of chemistry textbooks of the second year of secondary school in the years 2010-2019. This research has been done by reference method and library study by reviewing articles during these last ten years. The statistical population of the content analysis articles of the chemistry book of the second year of high school and the statistical sample of the entire number of these articles have been selected. The results of this research showed: according to the content analysis done on the books of different academic courses in recent years in twenty different subjects, more than 53% of the content analysis articles of the second-year high school chemistry book were about determining active and inactive categories (William Rumi) and in different content analysis subjects, the least amount of content analysis was done or No analysis has been done at all.

Considering the necessity of teaching and learning in the process of education, educational design and planning in order to improve and improve the quality of education has a special and privileged position. Effective and useful training requires a plan. In order to achieve educational goals, it is essential to design learning activities and determine goals and outcomes. Designing learning activities is a set of interconnected and interdependent steps that design events or events necessary to facilitate learning. The current research was designed and implemented with the focus on designing a learning activity in order to teach Bohr model drawing for an eighth grade student who had problems in this topic. First, the student's situation was investigated with the reflective observation approach. After identifying the problem, a model was designed to facilitate learning and then implemented. In the next step, in order to determine the degree of success of the design and implementation of the activity, the student was evaluated and the resulting information was interpreted. Finally, the predicted results are consistent with the obtained results and the student was able to achieve a desirable level of learning with the help of this activity.

Perhaps the best description for the word Misconception is to pay attention to its meaning. Ambiguity of the content, complexity of the lesson, personal perception, and failure to choose the appropriate teaching method can be challenging for the students. The purpose of this research is to investigate the common misconceptions of tenth grade students about the first chapter of the chemistry book with regard to the concepts such as mole and Avogadro's number, atomic mass and amu, subatomic particles and ions, and layers and electronic transitions. A total number of 60 female students studying in the field of experimental sciences in the 10th grade Hazrat Fatemeh Al-Zahra senior high school in Rabat-Karim, Iran participated in the study. Analytical-descriptive methods were used to conduct this research, and in order to collect data, a diagnostic test containing eight multiple-choice questions was used; Then the students' answers were checked and analyzed. The findings showed that students have different ideas and misconceptions about the mentioned concepts. By analyzing each question, students' misunderstandings of the respective subject were extracted. The results indicated that the topics of mole and Avogadro's number, atomic mass and amu, subatomic particles and ions, layers and electron transitions in the tenth grade chemistry textbook need to be reviewed, completed, and simplified. Moreover, chemistry teachers can take effective steps in reducing and eliminating these misunderstandings by using appropriate teaching methods.

Teaching and learning strategies should provide the possibility of understanding and interpreting phenomena, eventsو and relationships in real life situations so that the students would be able to understand and decide on the issues the students face in different settings. The aim of the present study is to analyze the content of experimental science textbooks based on the stages of the context-based learning strategy. The research method is quantitative content analysis. The population of the study is the 8th grade experimental science textbook, and the sample includes the second chapter of the book on chemistry. The recording unit includes sentences, questions, learning activities, experience, and experiments. The tool for data collecting is the classification table. Each category in this table is a criterion for describing the steps of the contextual strategy. The results show that, there has been more focus on relationship and the experience stage. However, the other stages are less frequent. Therefore, it is necessary for the content of the textbook to provide more activities in the field of applying what has been learned, sharing, and transferring it to a new situation.

Conducting experiments based on the concepts that chemistry is based on plays a key role in teaching the topics of this branch science. It challenges the students and involves them in the teaching topics. Moreover, it strengthens the spirit of cooperation, right communication with peers, sharing information among students, and empathy among them in one way or another. During this type of teaching and learning, students' creativity emerges and they turn into active and deep learners. There are some topics in high school chemistry books which are challenging for students to understand. The most important of them is electrochemistry, in which galvanic, electrolytic, water electrolysis, and iron corrosion cells face a serious challenge due to a lack of deep understanding of the electronic structure of atoms and ions, the structure of molecules, and oxidation-reduction reactions. The present study has attempted to present a new design for teaching the topic of producing hydrogen and oxygen in 12th chemistry textbook. The use of new technologies, including software and educational videos, helps improve teaching chemistry to students, a feature observed in this study. In this approach, students try to experience the theoretically learned concepts in practice through laboratory activities.

The purpose of this research was to investigate the effect of conducting experiments on learning chemistry by 11th grade high school students in the field of experimental sciences. This quasi-experimental research was conducted with two control and experimental groups using one pre-test and one post-test. The population of the study consisted of 170 female high school students in Bakharz city during the academic year of 1402-1401, out of which 30 students were selected through convenience sampling. The measuring instrument was the researcher-made educational achievement test. The face validity and content validity of the academic achievement test was checked and confirmed by several experienced chemistry professors and teachers. The reliability of the academic achievement test was obtained using SPSS software with Cronbach's alpha value of 0.75, which indicates the appropriate reliability level. After homogenizing the students, they 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) using chemistry experimentation method, and the control group was taught with the conventional teaching method. After this period, both groups were tested. T-test was used to analyze the data, the results of which showed that at probability level of 95%, there was a significant difference between achievement scores of the experimental and control group, and the learning rate was higher for experiment-based method of teaching.