نشریه پژوهش در آموزش شیمی
سال پنجم شماره 1 (پیاپی 17، بهار 1402)

This research has been conducted with the aim of investigating the effectiveness of active technological teaching methods on the learning of the chemistry lesson of second secondary school boys. The research method was based on the test plan of the experimental group and the control group. The statistical population in this research consists of male students of the second and third grade of high school in the five academic years of 1401-1402. Among the statistical population of the research, two groups were considered as the experimental group and the control group. The experimental group was trained with the active techno-logical method and the control group was trained with the usual traditional method. Learning was measured through pre-test and post-test. In this research, the first semester grade was controlled as a covariance variable. The results of the research showed that the effect of teaching using the active technological method on students' learning of chemistry is more effective than traditional methods. This result is consistent with the findings of previous studies in this field.

This paper is a study on common misconceptions of junior high school students about the types of materials and their components. The purpose of this study is to identify the level of misconceptions of seventh and eighth grade students about the concept of element and compound as well as atom and molecule. First time, these concepts were introduced in the seventh grade textbook. Atom and molecule are abstract concepts and their teaching for teachers and learning for students are difficult and complicated. In order to collect information, a questionnaire with 5 multiple choice questions was used. The questions are designed in such a way that the answers show the students' understanding of the difference between the concepts of atom and element as well as compound and molecule. 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 element, compound and molecule.

The present study aims to investigate the effectiveness of observational learning on students' conceptual understanding of ion dissolution in tenth-grade students. To achieve this goal, a simple experiment was conducted. The target population consisted of all tenth-grade female students in the experimental and mathematical fields at Hajar schools in Isfahan city. 17 students were selected as an accessible sample and randomly assigned to the experimental and control groups. The experimental group underwent a 45-minute observational learning session. The data collection tool was a diagnostic test consisting of two questions, one open-ended question, and one multiple-choice question. The open-ended question assessed the completion of the reaction of ion dissolution, and the multiple-choice question assessed the ions formed after the dissolution of ionic compounds. The content validity of the test questions was confirmed by five members of the chemistry faculty at Farhangian University and chemistry teachers. The test was piloted on three students outside the sample, and the Cronbach's alpha coefficient of 0.805 indicated high reliability of the test questions. The results of the study showed that the observational learning approach had a positive effect on students' conceptual understanding of ion dissolution, and students who learned this concept based on the observational learning approach answered all the questions in this topic correctly.

The purpose of this research is to use games and simple methods to teach the periodic properties of the periodic table of elements to 10th grade students so that their learning problems can be considerably reduced. One of the advantages of this method is that the learner himself gets involved with the problems, and his motivation to learn increases significantly, which facilitates learning for the student. Field study was conducted on 10th grade students of two schools in Tehran and Urmia selected by purposive sampling and were categorized into four 30-student classes studying in the field of experimental sciences in the academic year 1400-1401. The instruments used in this research was the evaluation of academic achievement. The results of the research indicated that game-based education is very effective in students' learning and contributes to deep learning. Group activities under the teacher's supervision makes students very interested in friendly and healthy competition and enhances deep learning. This study has attempted to use simple methods in order to solve some of the problems of learning the periodic table among the students.

A misconception occurs when a person's idea is different from the correct definition of a concept. Misconceptions in the school subjects cause the students not to understand the material and the related topics. Using the researchers’ studies and experiences, the most common misconceptions of senior high school students regarding the basic concepts of 10th grade chemistry are discussed, namely: the structure of the atom and the justification of the emission-line spectrum of the hydrogen atom as well as chemical bonds and their nature In order to identify misconceptions, a questionnaire with four options was designed and used for each subject. The population of this study included 14 female 10th grade students studying in the field of experimental sciences in Saleh Abad, Iran. The results of this research showed that the students of this stage had a misconception in understanding the mentioned concepts, which can be considered as a warning signal for chemistry education. Recognizing and expressing these misconceptions challenges students and prevents accumulation and interference in their subsequent learning, paving the way for optimizing the quality of teaching and resources.

The students today seem to be mature, knowledgeable, and questioning children. They like to know why and reasons, to see science in action, and to study out of their interest and choice. The old teacher-centered and lecture-based teaching methods are no longer responsive to the new generation of students. At the same time, applying creative and blended teaching methods in the chemistry course is especially important. The purpose of the current research was to use research centered experiments in the field to enhance students’ interest and learning rate among new generation of questioning students, considering the important challenge of the shortage of time in the chemistry course. The population of this experimental study included 10th and 11th grade experimental and mathematical sciences students of Hazrat Fatemeh Al-Zahra High School, Rabat Karim, Iran, as well as a number of teachers interested in 10th to 12th grade chemistry courses, and the sample included 180 students and 90 teachers. By using field study methods of collecting data such as a Likert-scale questionnaire or even a questionnaire on the platform of Shad Messenger, the effect of conducting research-based experiments in enhancing the student's scientific and practical skills and increasing their attention and interest can be examined. The findings showed that the use of research-based experiments can strengthen the mental skills of students and leave a positive effect on the process of increasing motivation and learning chemistry by students.