فهرست مطالب مهشید گلستانه

The Polish education system has undergone significant changes since gaining independence from the communist regime in 1989, including alterations in school structure, curricula, teacher training, and professional development. Since 1990, the country has revised its teacher education standards four times, with the latest update in 2019. This study investigates teacher education policies in Poland, which have seen substantial reforms since joining the European Union in 2004. It explores the nation's policies concerning teacher training, student admission criteria for teacher training institutions, required academic courses, internship organization, practical teaching, teacher recruitment, employment, and professional development. Utilizing a descriptive-analytical research method, data were collected and interpreted based on predefined criteria aligned with the research objectives. Findings reveal significant changes in Poland's teacher education programs over the past two decades, including increased teacher salaries, expanded early childhood teacher training, enhanced teacher training and advanced education programs, and a focus on educational system issues. Pedagogical training plays a vital role in Polish teacher education, with prospective teachers mandated to complete supervised internships or independent teaching before employment for professional readiness. Key challenges in Polish teacher education include declining student numbers and the relatively older age of teachers compared to other European Union countries.

This research aimed to evaluate Iranian and Malaysian senior high school chemistry textbooks in terms of their correspondence with entrepreneurship components. The study employed descriptive method of content analysis type. The statistical population included 10th, 11th, and 12th-grade Iranian senior high school chemistry textbooks in the academic year of 2022-2023, and Malaysian grade 10 and grade 11 (4th and 5th levels) chemistry textbooks in the academic year of 2020-2021. Due to the nature of the study, complete enumeration sampling method was employed, and all content of the books, including text, images, questions, and activities, has been analyzed using Shannon's entropy method. Data were collected using a researcher-developed content analysis checklist, which was validated through expert opinion, and its reliability was confirmed through retesting (91% agreement). Findings revealed 191 and 172 references to entrepreneurship components in Iranian and Malaysian textbooks, respectively. Data analysis showed that in both countries, from among the five components of ‘creativity and innovation,’ ‘progress motivation,’ ‘internal control,’ ‘risk-taking,’ and ‘futurism,’ greater focus was on ‘futurism’ as well as ‘creativity and innovation.’ The least attention in Iranian chemistry textbooks was related to ‘progress motivation,’ while in Malaysian chemistry textbooks, it was related to ‘risk-taking.’ Shannon's entropy results indicated that in Iranian textbook, ‘internal significance’ received higher attention while in Malaysian textbooks, ‘creativity and innovation’ as well as ‘futurism,’’ were the focus of higher attention.

Crocin is one of effective ingredients of saffron, which directly affects saffron's quality and commercial value. Herein, a simple method has been developed based on magnetic molecularly imprinted polymers (MMIPs) for sensitive and selective extraction of crocin from saffron. MMIPs were prepared using gentiobiose as the template molecule, methacrylic acid as the functional monomer, ethylene glycol dimethacrylate as the cross-linking agent, and Fe3O4@SiO2 as the magnetic support. Nanoparticle characterizations were performed using various techniques, including Fourier-transform infrared spectroscopy (FT-IR), X-ray diffraction (XRD), scanning electron microscopy (SEM), vibrating sample magnetometry (VSM), and thermogravimetric analysis (TGA). Different parameters affecting extraction efficiency, isothermal absorption experiments, kinetics absorption experiments, and the selectivity of MMIPs was studied. The analytes were determined by UV-Vis spectrometry and high-performance liquid chromatography (HPLC). The result showed that the pseudo-second-order model describes the sorption of crocin, and the adsorption equilibrium data fit with the Freundlich model. Also, the sorbent had a homogeneous structure, and the crocin sorption occurred through multilayer reversible sorption. Under the optimized conditions, the linear range was between 0.05-50 mgL-1. The limit of detection and limit of quantification were 0.014 and 0.10 mgL-1, respectively. The proposed method in extracting crocin from real samples showed satisfactory results.

With the spread of COVID-19 and the closure of universities, the possibility of holding face-to-face chemistry laboratory courses was lost. And universities inevitably used alternative solutions to provide laboratory courses. Farhangian University, like other university centers, switched to online education. This current research aimed to investigate the level of mastery of computer skills and digital literacy, as well as the quality of teaching and the effectiveness of virtual teaching of chemistry laboratory courses from the perspective of chemistry student-teachers at Farhangian University.

The research was applied in terms of purpose and cross-sectional in terms of time. The research data were collected using a descriptive survey. The statistical population of the research consisted of student-teachers of Chemistry Education in the campuses and higher education centers of Farhangian University in the academic year 1400-1401, who had the experience of face-to-face and virtual education of chemistry laboratory courses. The research tool included a researcher-made questionnaire with 25 items on a 5-point Likert scale. Five chemistry faculty members of Farhangian University confirmed the validity of the questionnaire, and its reliability was calculated by Cronbach's alpha method, with a coefficient of 0.97. The questionnaire was prepared through Google Forms. After obtaining legal permissions, the questionnaire link was sent to the target group via email. And they were asked to complete the questionnaire if they were satisfied. A total of 180 students completed the questionnaire and submitted it. The collected data were analyzed using SPSS (20.00) software and descriptive and inferential statistical methods. Semi-structured interviews were conducted with 10 participants. Participants were assured that they would remain anonymous.

Overall, participants' opinion about computer skills and digital literacy was favorable ( = 4.38, p < 0.05). In the components of the quality of education (  = 3.22, p < 0.05) and the effectiveness of virtual education of chemistry laboratory courses (  = 3.15 and p < 0.05), relatively favorable score were obtained. The difference in the average score of the research components according to the year of entering the university was not statistically significant. However, there was a statistically significant difference between the average score of the quality of education component according to the gender of student teachers. Tukey's post hoc test showed that male participants obtained a higher average score in the education quality component than female participants. The students' opinions on two items, "I was satisfied with conducting laboratory units virtually" and "the level of learning in online chemistry laboratory classes was good", were unfavorable. Examining the interviews showed that students often described their computer skills and digital literacy as favorable, although they were dissatisfied with the lack of computer skills of some professors. Several interviewees stated that some professors tried to make teaching as effective as possible using virtual laboratory software, videos, and related clips.

Respondents' dissatisfaction with conducting chemistry laboratory units in a virtual way and their level of learning in online classes of chemistry laboratories was not favorable, showing that the level of satisfaction with the virtual education of chemistry laboratory courses presented in a virtual way was not good. Most interviewees admitted that the disadvantages of virtual classes were more than their advantages. There may be a direct relationship between greater satisfaction with the quality of education in the group of males and the probability of their employment and earnings money. In conclusion, the best method to improve online education is a combination of digital literacy, computer skills, creativity, using different educational tools, and active teaching-learning approaches. These results can be provided to administrators and planners of Farhangian University and the Ministry of Education. These results can help them to use operational strategies to compensate for possible deficiencies in the professional competence of chemistry student teachers in the laboratory courses provided virtually.

This research aimed to identify the barriers and requirements for entrepreneurship development at Farhangian University. The research type was applied, and its method was descriptive-analytical. The statistical population for the interview section included managers, faculty members, and graduates knowledgeable about entrepreneurship concepts, methods, and techniques. Fifteen individuals were interviewed using the purposive sampling method until theoretical saturation was achieved. The statistical population of the questionnaire section included managers, faculty members, students, and graduates of Farhangian University. The sample size adequacy was determined using Morgan's table. 378 individuals were randomly selected from five provinces using cluster sampling. After conducting semi-structured interviews and analyzing the responses qualitatively using MAXQDA10 software, five core codes were extracted for each of the two selected codes of barriers and requirements for entrepreneurship development, including cultural, educational, interactive and communicative, structural and legal, and supportive, financial, and incentive codes, with 62 and 70 open codes, respectively. Based on these codes, a researcher-made questionnaire was designed, and after examining its validity from the perspective of 10 experts and its reliability using Cronbach's alpha (α=0.98), the final questionnaire with 40 items was distributed. The relevant data were analyzed using various descriptive and inferential statistical methods and structural equation modeling. The results showed that the examined barriers significantly contributed (X̅>4 and p<0.001) to entrepreneurship development at the university, and there was a high necessity for attention to the examined requirements (X̅>4 and p<0.001) for entrepreneurship development. The drawn structural equation model had a good fit, indicating the impact of existing barriers on entrepreneurship development and the necessity of addressing the examined requirements.

Catechol is an important environmental pollutant. Therefore, its quick and accurate measurement is so important. This article reported a selective and sensitive electrochemical method for determination of catechol in real samples with the help of a carbon paste electrode modified with multi-walled carbon nanotubes (MWCNTs/CPE). Cyclic voltammetry (CV) and differential pulse voltammetry (DPV) were used to investigate the electrochemical behavior of catechol. The modified electrode showed excellent electrocatalytic properties towards catechol redox. Analytical parameters such as linearity range, selectivity, reproducibility, and stability were investigated. After optimizing the experimental conditions, the peak current of catechol in 0.1 M phosphate buffer solution (pH = 7) was linear in the concentration range of 0.5 - 200 μM. The detection limit was 0.1 μM (S/N = 3). In addition, the proposed sensor was successfully used to detection of catechol in real samples with satisfactory recovery (0.96 -102.4 %), which indicates the efficiency of the developed method in practical applications.

The present research investigated the content of secondary chemistry textbooks in Iran regarding their attention to industies. The study was an applied-descriptive and content analysis type. The statistical population included 10th, 11th, and 12th-grade chemistry textbooks and the technical and vocational chemistry textbook published in 2021-2022. This research encompassed all the content of these books, including text, images, tables, questions, and activities. And a full-count sampling method was used. Data analysis was done using the descriptive statistics method. The process reliability was verified by experts. The results showed that secondary high school chemistry textbooks had similarities and differences concerning their attention to industrial activities. In all books, paying attention to the secondary industrial sectors (manufacturing industries) was higher than the other sectors. Except for the 11th-grade chemistry book, where the frequency of the primary industrial sectors was slightly higher than that of the tertiary industrial sector, in other books, tertiary industrial sectors were in second place. The 11th-grade chemistry book paid the most attention to the industry category, differing from other books. The other three books had almost equal attention to the industry category. 62.0 percent of the coded items were in the text, and book images were in second place, with 36.2 percent. Textbook activities accounted for 1.8 percent of the coded items, and no industry-related items were coded in the textbooks' tables.

This article investigated the contents of secondary high school chemistry textbooks in Iran and Malaysia regarding occupational readiness components. The method was comparative qualitative using George Bereday's approach. The data was collected by the documentary method. The research sources included primary sources (Iranian secondary chemistry textbooks in grades 10, 11, and 12 and Malaysian supplementary secondary chemistry textbooks in Forms 4 and 5) and secondary sources. Data analysis was performed using content analysis and included the review of text, images, questions, and activities in primary sources. The findings showed that the textbooks of the two countries have similarities. In both countries, the attention to recognizing and discovering occupational opportunities was more than other components. Both countries were almost the same regarding performing manual and physical skills. The concepts discussed in the chemistry textbooks of Malaysia and Iran was similar. Also, the results showed some differences between the chemistry textbooks of the two countries. Pictures and texts related to career preparation in Malaysian textbooks provided better guidance to students about choosing a career. The attention to acquiring occupational skills presentable in the labor market in Iranian chemistry textbooks was less than other components while manual and physical skills had the least attention in Malaysian chemistry textbooks. An interesting point in the Malaysian books was the inclusion of a section namely “the Career Kiosk”, which provides information on chemistry-related careers. According to the findings, it is suggested that more content related to occupational readiness is included in chemistry textbooks of Iran secondary high schools, especially in the field of acquiring occupational skills presentable in the labor market and manual and physical skills. Appropriate pictures and activities could be used to guide students' future careers.

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.

Didactik models are used to illustrate the decisions and actions that chemistry educators make about Why, What, How, and When to teach a specific content or implement a specific educational activity. It is important for chemistry educators to recognize and reflect on the types of models that guide their work. Therefore, in this research, a number of didactik models that are mostly based on the chemistry triangle (What, Why, and How) and (Teacher, Learner, and Content) is introduced and their applications in chemistry education is analyzed. The models reviewed in this article include content models, relevance models, sequence models, practice models, curriculum models, analysis and reflection models. Examining these types of models directs our attention and actions when designing curricula, planning for teaching, or evaluating the learning process. These didactik models support the implementation of research-based instructional practices and are useful for the professional development of teachers.

This research aimed to analyze the relationship between job satisfaction and job performance of out-of-field assigned novice teachers who graduates from Farhangian University. This research was an applied, descriptive-analytical, and correlational method. The statistical population was graduates between 2016 to 2019. The statistical sample was selected using cluster sampling among out-of-field assigned novice teachers in three fields’ physics, chemistry, and biology. 165 people participated in this research. The data collection tool was two researcher-made questionnaires. The validity of the questionnaire confirms by seven faculty members of Farhangian University. Reliability by Cronbach's alpha method was 0.89 for job satisfaction and 0.96 for job performance. The average score of job satisfaction is 2.6 that was less than medium and, for the components of service compensation, opportunities for advancement, physical condition, and nature of work, organizational climate, and leadership were low up to medium. The job performance was about 3.8 and in the range of less than high. The relationship between job satisfaction and job performance and the components studied was positive and significant (P< 0.01).

Among the features of the new era, which is called the era of information and communication technology, is the introduction of new technologies such as information and communication, the results of which are an increase in the volume and variety of information, a change in the use of information, a change in communication channels, and an increase in access to knowledge. Therefore, Getting to know information and communication technologies and their use, called "information literacy", is beyond "traditional literacy" and should be considered by all people with the emergence of new technologies. Chemistry is one of the subjects whose concepts are difficult to understand from the point of view of teachers and students, and usually, there is no positive attitude toward it. Due to its laboratory and functional characteristics, the chemistry lesson has a high ability to present concepts, simulations, and computer animation. The purpose of this research is to use information and communication technology in chemistry education.

The purpose of this applied, descriptive-analytical, survey research was to analyze the effectiveness and challenges of Farhangian University's e-education during the Covid-19 Pandemic. The statistical population included student teachers of basic sciences in the campuses and higher education centers of Farhangian University in Isfahan, Tehran, and Fars provinces in the academic year 2021-2022, of which 450 people were selected as a statistical sample. The study tool was a researcher-made questionnaire with 32 closed-answer questions and three open-ended questions. The validity of the questionnaire was confirmed by 5 faculty members of Farhangian University and its reliability was calculated using Cronbach's alpha, 0.94. Data were analyzed by appropriate statistical methods. According to the findings of the closed-answer questionnaire, the desirability of the content, methods, and implementation activities of the training in general and for most indicators, unfavorable to relatively favorable (X ̅>4 and p<0.01), workshop activities, practical and experimental electronic training were unfavorable (5X ̅≤ 5 and p<0.01) and the level of student teachers' satisfaction with these training was also not very favorable. According to the findings of the response section of the questionnaire, improving the system and its speed and the awareness of professors in the field of electronic education, the need to compensate for the lack of practical/laboratory training and the problems related to the lack of scientific knowledge and skills. The necessary teaching methods were face-to-face and through compensatory classes are among the most important solutions for improving electronic education.

This research aimed to investigate the advantages and disadvantages of e-learning of laboratory units in the chemistry education field of Farhangian University during the outbreak of the Corona virus. The research is applied and has been done using quantitative and qualitative methods. The statistical population was all the student teachers, as well as all the chemistry professors of Farhangian University who had the experience of educating chemistry laboratory units in face-to-face and virtually. 180 student teachers and 14 professors participated in the research. The research tool was two researcher-made questionnaires and three open-ended questions. The content validity of the questionnaires was confirmed by 3 faculty members of Farhangian University. The Cronbach's alpha coefficient was 0.87. The biggest disadvantage of the e-learning of chemistry laboratory units from the perspective of participants was the lack of practical skills. The biggest advantage was saving time, reducing purchasing costs, reducing the consumption of chemicals, less environmental pollution and greater safety. Most of the participants considered the only way to compensate for the shortcomings of e-learning of laboratory units is to hold these units in face-to-face. No significant difference was observed between male and female professors and also among students by entry years and gender.

The research purpose was to analyze the lived experiences, job satisfaction and performance of novice teachers who were organized in out-of-field educational courses. The research was applied and mixed in terms of the method. The statistical population included Farhangian University students who graduated graduates from 2016 to 2019 in physics, chemistry, and biology education who were working in out-of-field situation. From this population, 165 individuals were selected as the research sample. The tools were an open-ended life experience questionnaire and two closed-answer questionnaires for job performance and satisfaction. The tool's validity was confirmed by 7 faculty members of Farhangian University. The reliability of satisfaction and performance questionnaires by Cronbach's alpha method was 0.89 and 0.96, respectively. For lived experience, 12 core codes and 64 open codes were extracted. The model drawn using structural equations (ꭓ2/DF=4.05,RMSEA>0.10) confirmed the correlation between job satisfaction and performance. It seems that the teachers do not have proper lived experience, job satisfaction, and performance from out-of-field organizing, and this issue should be addressed.

This study aimed to investigate the misconceptions of ninth-grade students about chemical bonds. The research was a survey. The statistical population included all ninth-grade students of Robat Karim city who were studying in 1401-1400, from which 200 students (100 girls and 100 boys) were selected by random sampling. The instrument was a researcher-made questionnaire consisting of 17 multi-choice questions related to the chemical bonds of the ninth-grade textbook. Two chemistry faculty members of Farhangian University and two science teachers who taught in the ninth grade confirmed the validity of the questionnaire. The obtained reliability of the questionnaire using Cronbach's alpha method was 0.75. The questionnaire was categorized into the concept of chemical bonding, ionic bonding, and covalent bonding. Data were analyzed using SPSS26 software. Results showed that the most misconceptions were related to the lack of understanding of the formation of ionic and covalent bonds. The results of one-way ANOVA analysis showed that in terms of combining dependent variables between girls and boys in independent variables including the concept of chemical bonding (Ƞ2=0.000, p> 0.05, F =8.489), ionic bonding (Ƞ2= 0.000, p> 0.05, F =0.082) and covalent bond (Ƞ2= 0.000, p> 0.05, F =0.367) there is no significant difference.

Sodium lauryl ether is a surfactant that is used as a viscosity agent in bleaching fluid. But in certain chemical environments, the concentration of this surfactant decreases over time. This decrease in concentration changes the chemical and physical properties of the product. In this study, considering the effective parameters on the decomposition rate of sodium lauryl ether sulfate, including temperature, time, sodium lauryl ether sulfate concentration, sodium hydroxide, and sodium hypochlorite concentrations, the decomposition rate of Sodium lauryl ether sulfate was obtained using high-performance liquid chromatography and two-phase titration, and with the aid of kinetic ratios, the constant rate and degradation reaction order were calculated. The obtained results showed that the reaction order of Sodium Lauryl Ether Sulfate surfactant decomposition relative to NaOH concentration is first order. On the other hand, the reaction order of Sodium Lauryl Ether Sulfate relative to its concentration is first order. Then the reaction order of Sodium Lauryl Ether Sulfate surfactant decomposition was obtained at three temperatures of 4, 20, and 47 °C. These results can be used in selecting conditions that lead to increased product shelf life as well as determining the expiration date of the bleach product.

In the last year, the Covid-19 pandemic has provided the opportunity to use new educational methods, analyzing the teaching-learning processes, increasing the quality of learning, and adopt new methods of the world's educational systems. The global experience of the last year with Covid-19 disease and the uncertain prospect of finding a quick cure suggests that it is not easy to go back to the old way of life and education. Therefore, there is a need to design and implement new teaching and learning methods. These learning goals should be guided by analyzing the existing global challenges and the methods needed to address them and by the frameworks that provide knowledge, skills, and attitudes. This article through reviewing the published literature about changing chemical education approaches describes a set of competencies in three dimensions of crosscutting reasoning, core understandings, and fundamental practices.  These approaches can be used to design, implement and evaluate chemistry curricula, teaching approaches. And evaluation to be used in the chemistry courses in science and engineering. The main form of argument described in this paper is the system thinking that students must develop to study and understand complex global systems and phenomena.

The main purpose of this review article is to review and compare how Iran's and Pakistan's energy systems will be transferred to a 100% renewable energy system by 2050. Iran and Pakistan are neighbors and the main source of energy in both countries is fossil fuels. But, Iran has major fossil resources, while Pakistan is an importer of fossil fuels. Therefore, in this article, by reviewing the literature on designing a 100% renewable energy model for Iran and Pakistan, has been attempted to compare the energy transfer paths in these two countries. To simulate a fully sustainable energy system, an approximate hour-by-hour model for both Iran and Pakistan has been used between 2015 and 2050, which includes demand for electricity, seawater desalination and non-energetic industrial gas sectors. The levelised cost of electricity estimating show that renewable resources have the best efficiency and lowest cost among all options for achieving an energy system with a zero-emission of greenhouse gas. The analysis demonstrates that it is possible to carry out this transition from a technical and economic perspective with some measures being vital for achieving this ambition in a cost-e ective manner.

The purpose of this study is to compare the curriculum of chemistry education with former chemistry education and undergraduate chemistry curriculums. The research is a comparative survey based on the Brady pattern. According to this model, the information required for the three disciplines was first collected, interpreted, categorized, and then the similarities and differences were analyzed. The results revealed that the goals and contents of the chemistry education curriculum have similarities and differences with the other two programs mentioned above. Innovative aspects of the chemistry education curriculum include the addition of Pedagogical-Content Knowledge courses (PCKs) and an increase in the internship units, which are highly effective in shaping student teachers' professional identity and enhancing their teaching skills. On the other hand, the reduction of specialized chemistry units, the reduction of laboratory units, and the increase in the number of public units can be among the challenges of the curriculum of chemistry education which can be effective in reducing the scientific level of future chemistry teachers.