نشریه پژوهش در آموزش شیمی
سال سوم شماره 2 (پیاپی 10، تابستان 1400)

Chemistry, like most sciences, is abstract. As much as content is influential in learning, so is the method. Practical work and experimentation are necessary conditions for understanding scientific content and concepts, but they are not enough. The student is expected to engage in scientific thinking and learning experiences in the classroom as a place for experimentation and creativity; But this possibility is realized when the student is involved in class conversation and teaching. According to the researches done, students in high school chemistry, especially the subject of acids, bases, and pH, are challenged because they do not have a deep understanding of the concepts of atoms, molecules, ions, and chemical reactions. In addition, the goal of the new science education program is to transform students into lifelong learners. For this purpose, in addition to sufficient information and motivation, a suitable method for learning is also needed. The present study has attempted to present a new design of the topic of pH and determination of the acidity of chemicals in the chemistry textbook for the twelfth grade. I hope that teachers and student-teachers, by taking ideas from it, will move away from traditional methods and offer more creative teaching in the classroom, and add to the thinkers of this society by properly nurturing students.

Students' misconceptions about chemical bonding have resulted from numerous factors. Identifying and examining these factors can be effective in eliminating them and improve the learning of students. The analytical-descriptive method is used for the preparation of this paper. Initially, we studied researchers' findings in different countries about students' misconception of chemical bonding in schools and college courses. Then we analyzed their results and summarized the factors involved in students' misconceptions. These factors have been studied and analyzed from various aspects, including how textbooks are written and how teachers teach them to students. We found that some factors, for example, too much emphasis on the octet rule, incorrect evaluation methods in schools and colleges, using the ball and stick models, previous misconceptions, etc. intensify this misconception. In the following, the textbooks of high school in our country (tenth, eleventh and twelfth grades) have been investigated from this point of view.

Primary education is one of the most important periods of education. Because the basis of science's concepts is learnt in this period. Experimental science course can be considered as one of the most important courses of this period. Because what children learn in this course is closely related to the student's observations of the world around them. It is sometimes observed that pre-school children's observations lead to a misunderstanding of scientific phenomena in the student and based on the same misconceptions, the student becomes misunderstood about the scientific phenomenon. Therefore, after identifying the misunderstandings of their students, teachers should try to eliminate the misunderstandings of the students by clarifying the scientific facts to them. The present study seeks to help researchers, teachers and student-teachers, by collecting and summarizing all the research done on the misconceptions of elementary school students in the course of experimental sciences, so that, to be aware of all the researches in this field and their results, faster and easier if necessary, and to recognize the common misconceptions that students encounter in the elementary period of experimental sciences. The present article is a review article and authors have been used the library method to collect, summarize and classify information.

The purpose of this research is to analyze the comparative content of the images of the electrochemistry chapter of the pre-university chemistry textbook with the chapter 2 of the twelfth book of the twelfth grade chemistry textbook based on William Rumi's categories and Shannon entropy method. The type of research is descriptive and content analysis using Shannon entropy method. The statistical population of the research is the pictures of the electrochemistry chapter of the pre-university chemistry textbook of the 94-95 academic year and the electrochemical chapter of the twelfth grade chemistry textbook of the academic year 1399-1400. The results show that, unfortunately, in the new edition, the engagement rate of the textbook in the pictures section has not changed much and is still inactive. the images represent a practical example related to the subject and in the twelfth grade chemistry textbook, the images that facilitate the comprehension of educational content were the most important According to the results obtained in this article and similar previous studies, textbook changes in the images section have not had much effect on increasing the engagement rate. It seems that it is time to think about eliminating the textbook.

The purpose of this research is to investigate the challenges and problems of chemistry online education during COVID-19 virus disease. In this study, a questionnaire method was used which included closed-ended questions and an open-ended question. The statistical population of the study at Google Form was prepared and performed from 100 students of a school in Tehran, a number of teachers and chemistry student teachers. According to the results, the most problems were related to the low effectiveness of online education compared to face-to-face education, high level of evaluation compared to the level of teaching, and sometimes problems related to the Skyroom system. Challenges raised in open-ended question mostly included lack of face-to-face interaction in online education, Students do not have access to mobile phones and the Internet, lack of courses to get acquainted with online education and software required for teachers, giving many assignments and there was injustice in conducting online exams. Therefore, the change in teaching method to online education has created problems and challenges for teachers and students that are expected to be resolved with the cooperation of relevant institutions.

Chemistry is a branch of the experimental sciences. Knowledge of chemistry is of great importance in various fields such as medicine, industry, agriculture, environment, energy, etc. Due to the experimental and laboratory nature of chemistry, there is a growing need for new educational methods. In the past, chemistry education was done only with traditional and old methods, but today in advanced societies, new and active methods have replaced them. In modern methods, learners play a key role in interacting with the teacher. In Iranian schools and educational centers, old methods that are teacher-centered methods are mainly used. Learning occurs meaningfully when the concept being learned can relate to concepts that already exist in the learner's cognitive construction. To this end, teachers must be fully acquainted with new teaching-learning methods and be able to transfer the approach from descriptive to conceptual or from the level of knowledge to the level of attitude. Familiarity with active and modern methods in learning and using them is one of the solutions to move from traditional to modern education. In this article, an attempt has been made to introduce and explain some types of modern methods in teaching chemistry.