نشریه پژوهش در آموزش شیمی
سال هفتم شماره 1 (پیاپی 25، بهار 1404)

This study aims to analyze the content of the 10th-grade chemistry textbook in the second year of senior high school education based on the Plesk creativity pattern. The research method is descriptive, employing quantitative content analysis. The statistical population includes the 10th-grade chemistry textbook for the academic year of 2023-2024. Given the nature of the study, sampling was not conducted, and the entire content of the textbook, including texts, tables, images, and end-of-chapter exercises were analyzed. The opinions of three experts were used in the form and content validity of the content verification checklist. The reliability of the tool was established using Holsti Index. The reliability coefficient obtained from this index was 0.83. Data analysis was performed using the Shannon entropy method. The results indicate that from among the three principles of the Plesk pattern, ‘Escape’ and ‘Attention’ rank first and second in emphasis, respectively. The ‘Movement’ principal lags significantly in third place. Components related to the ‘Attention’ principle, such as attracting attention, purposeful observation, and concept extraction are evenly distributed. In the ‘Escape’ principle, components like flexibility and attention to detail are well-covered, but magnification, minimization, and inversion receive less emphasis. Based on the importance coefficient calculated using the Shannon entropy method, ‘Purposeful Observation’ holds the highest importance, followed by ‘Combination’ and ‘Attention Attraction’. In contrast, components like substitution, magnification, minimization, and inversion have the lowest attention in the textbook's content analysis. Therefore, the 10th-grade chemistry textbook lacks the necessary balance in addressing the principles of the Plesk creativity pattern, indicating the need for revision to ensure more equitable attention to these components.

In this research, scientific content was designed to address Le Châtelier’s principle and factors affecting chemical equilibrium based on the context-oriented approach. The audience of this content is chemistry teachers all over the country. The type of this research is applied-descriptive. In the first stage, articles, scientific books, and reliable scientific sites related to teaching Le Châtelier’s principle and chemical equilibriums were studied. The result of the initial study was the collection of the required prerequisites and the classification of the collected materials. The lack of current content in textbooks, existing misunderstandings in education, and the cause of these misunderstandings and misconceptions were investigated. Then, suitable titles for content design containing multiple activities were determined. Afterthought, the goal-content table was designed and finalized after evaluation by experienced and expert professors and teachers. Finally, the content was designed, reviewed, and evaluated by expert chemistry professors, and necessary revisions were made according to their opinions. The evaluator experts approved the designed context-based content for the mentioned topic. Considering the impact of the context-based approach in deepening learning, the teaching and application of this method is recommended for teachers and student teachers. Considering the context-based approach in teaching textbooks, including science education, researchers should pay attention to the impact of this approach in teaching and learning these subjects.

Academic self-efficacy and its effective factors have been considered as a determining variable in the academic success of students in recent researches. The aim of this research was to predict chemistry self-efficacy based on the perception of the learning environment and academic self-concept among senior high school students. The present study used descriptive correlational research. From among the statistical population of experimental science students in senior high schools of District 5 of Tabriz Education Office, a sample of 242 students was selected using cluster random sampling. The measurement tools were Liu and Wang's academic self-concept questionnaires, Trickett and Moos's Classroom Environment Scale, and Uzuntiryaki & Aydin's chemistry self-efficacy questionnaire. Data were analyzed using Pearson correlation and regression analysis. The results showed that the relationship between the components of perception of the learning environment and chemistry self-efficacy was significant (P>0.001). Also, the relationship between academic self-concept subscales (academic confidence and academic effort) and chemistry self-efficacy was significant (P>0.001). The subscales of academic self-concept and the components of perception of the learning environment could predict 36% of the changes in chemistry self-efficacy. Among the predictor variables of self-concept academic confidence subscale had the highest predictive power, followed by the components of autonomy, stability of rules, and perceived peer support of the learning environment. The predictive power in the subscale of academic effort and teacher support component was not significant. The results of this research point out the importance of paying attention to academic self-concept and perceptions of the learning environment in improving chemistry students' self-efficacy.

Chemistry is a strange science that combines mathematics, biology, physics, geometry, astronomy, and probability. In other words, whether chemistry is nature or nature cannot be answered. We have read and heard many times that science should be put into practice, but how should this goal be achieved? The purpose of this research is to link science and nature, and then guide the interest and concern of students towards chemistry course. By designing a purposeful experiment, in this research, chemistry is put into practice in its real sense, and with the connection of science and nature as well as the experience of conducting research and experiments by students, their sense of concern and love for nature is strengthened, and their minds are directed towards practical ideas and creativity to solve the problems of the surrounding world. The research method is quasi-experimental and descriptive, in which the conditions of Lake Urmia and the water behind the dam are simulated for one month in a small laboratory scale. The results of this research show that after one month and measuring the remaining water in the samples under study, due to the colligative properties in Lake Urmia, the rate of evaporation of salt water is lower than that of tab water and pure water, and the ability of the lake to store water in it is higher than that of surface evaporation.

In Iran’s centralized educational system, the textbook is considered one of the most important educational media, and the analysis and review of its content can play an important role in the quality of the teaching and learning process. Therefore, in this research, the content analysis of the 10th grade chemistry book in the academic year of 2003-2005 was conducted. The subject of this analysis was the application of the components of Gardner’s multiple intelligences. The text, image, table, all learning activities, even the appendices and cover of the mentioned book included the statistical population of this research. Coding was done comparatively by two independent coders. After checking the reliability of the data to process them using Excel and IBM software, two chi-square tests were performed for acceptability of fit and independence. According to the calculations of inferential statistics and the χ2 test calculated with a confidence factor of 99%, there is a significant difference in the application of different dimensions of intelligence verbal-linguistic intelligence had the highest percentage, and on the other hand, there was no evidence of musical intelligence. Other dimensions of intelligence such as: logical-mathematical, spatial-visual, intrapersonal, kinetic-motort, interpersonal, naturalistic and ontological types of intelligence covered other examples, respectively. The results of this research showed that the various components of Gardner's intelligence are not equally distributed in this book.

South Korea's educational system is widely regarded as one of the most advanced in the world, undergoing significant transformation over the past 45 years. Through the implementation of teacher training programs and a strong focus on improving educational quality, the country has achieved remarkable development and global leadership in education. This review article, conducted using a library research method, examines the key features of South Korea's education and teacher training system, with a particular emphasis on chemistry education. The system is characterized by high standards, a focus on academic excellence, and the integration of new technologies. Practical skill-based courses complement comprehensive educational programs, ensuring the continuous development of teachers' professional abilities. Notable aspects of the system include an emphasis on academic ability tests, the enhancement of teacher quality, the development of managerial and practical skills, and a deep respect for the teaching profession. By analyzing these successful practices, this study aims to provide valuable insights for education planners and policymakers, particularly in the field of chemistry education, to inspire improvements in other educational systems.