وحید امانی

In the current research, we investigate the common misunderstandings of secondary school students in chemical problems and concepts related to the first chapter of the 10th chemistry book. In this research, 53 students of the 10th (27 people) and 11th (26 people) grades of Azadegan Board of Trustees High School, located in the 17th district of Tehran, participated. Descriptive-analytical method and field research have been used to conduct this research. In order to collect information, a questionnaire including five tests with four options has been used; In each of the tests, four suggested arguments are presented, and the student can choose one of these arguments at will. The results of the questionnaires have been analyzed by Çhalik and Ayaz classification method. According to the research done, the students in the concepts of recognizing the suitable substrate for placing electrons in it according to the AFBA principle, writing the electron arrangement of some intermediary elements, recognizing the groups of elements, the concept of atomic mass and mass number, the dependence of chemical and physical properties on subatomic particles. , the difference and nature of covalent and ionic bonds have many misunderstandings.

Most scientific concepts that belong to the field of chemistry are abstract concepts. Therefore, students need mental imagery to understand these concepts. Considering the high goals of the education system, in relation to increasing the quality of teaching and learning of students, the present research was conducted with the aim of investigating the effect of infographic-based instruction on the learning of the chemistry course of eleventh grade students.

The current applied research was conducted in a quasi-experimental manner on two control and experimental groups, and in the form of a pre-test and a post-test. The statistical population of the research is all the 11th grade high school students of cities of Tehran province. The size of the statistical sample using Cochran's formula was estimated to be equal to 56 people who were selected through cluster sampling. Adobe Illustrator 2022 and Paint software were used to prepare 30 infographics. Compliance of the topics and concepts of infographics with the goals of the textbook was confirmed by four faculty members and five teachers with chemistry experience. The information gathering tool of the researcher-made test contains 20 questions in the fields of knowledge, understanding and analysis. The validity of the test questions was confirmed using the opinions of the expert group. The reliability of the test questions was obtained using the Kuderrichardson method equal to 0.73. Research data were analyzed using IBM SPSS Statistics 26 software at a significance level of P<0.05.

The findings show that after the implementation of teaching using the infographic method, the average grades of the students in the experimental group have increased significantly compared to the control group. Also, the average scores in the areas of knowledge, understanding and analysis of the students of the experimental group before and after the implementation of teaching in the infographic manner have increased.

The results show that teaching using infographics can increase the level of knowledge, understanding and analysis of students in chemistry.

The purpose of this research is actually to express the student's point of view about a good chemistry teacher, which is examined in two dimensions: moral-behavioral and also professional-specialized. Our statistical population is the secondary school female students of Parand city in the academic year 1401-1402, and our sample is 120 secondary school female students of Hananeh School in Parand city, who were randomly selected. We used the questionnaire to collect information. According to the data, from the students' point of view, a good teacher should be friendly with them, should not differentiate between students, be cool and calm, encourage students to develop in them rather than blaming or punishing them. And finally, close and good communication with parents has been of great or very great importance from the student's point of view, and they were unanimous in their opinion that a good chemistry teacher during teaching is better to give everyday and concrete examples in the context of the subject of the lesson or for to have a better and more objective understanding of the subject of the lesson, conduct simple experiments for students. From the point of view of the students, other points that are important for them are the power and strong expression technique of a teacher.

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.

In the current research, effective and correct teaching strategies in teaching experimental science and its impact on students' learning have been investigated, and the research method is descriptive-survey. The purpose of this research is to investigate new teaching methods, including collaborative, exploratory, scientific visit, and project methods in the course of experimental sciences, so that the teachers of this field, using these methods, can raise students with a creative and capable spirit. The findings indicate that the discovery method, project method, exploration method and role-playing method have an effect on students' learning. In addition, in this research, the discovery teaching method had a greater effect on students' learning than the other three teaching methods. Finally, the integration of these four methods in teaching experimental sciences can have a tremendous impact on learning the content of experimental sciences in elementary and secondary schools.

The purpose of this research is to investigate the effectiveness of two brainstorming and lecture teaching methods in the academic progress of students. The research method is semi-experimental in the form of a pre-test-post-test design and our statistical population includes male students of the second year of the 18th district. In order to sample the students, two classes were compared with each other, in one class brainstorming teaching method was used and in the other class, lecture method was used. Our statistical sample also included 60 male students of the 10th grade of Shahadai Haft Tir High School. Teaching by two methods of brainstorming and lecture was taught for two classes separately and after that two groups were tested and the data was analyzed by covariance test using SPSS software. The mean scores of the two experimental and control groups are significantly different from each other.

The purpose of this research was to investigate the effect of education based on the wave-based educational design model on the learning of the chemistry course of the first year students of the second secondary school. The statistical population of this research includes the education of the 4th district of Tehran, and the sample size is Abuzar Ghaffari High School with the number of 41 male students of the 10th grade who were placed in two classes of 20 and 21 students. In this research, the pre-test-post-test method was carried out with the control group and experimental group for both experimental and control groups under the same conditions. The reliability of the test taken with Kuder-Richardson 20 formula was 0.94. Multivariate analysis of covariance (MANCOVA) method was used to analyze the data. The results of the research showed that the wave educational design model had a significant positive effect compared to the traditional teaching method (p<0.05).

In this research, the effectiveness of six different study methods in learning chemistry has been investigated. The statistical sample investigated in this research was 52 students of the 12th grade of experimental and mathematical fields from one of the high schools in the 8th district of Tehran. The questions of this research were prepared in the form of a multiple-choice questionnaire, which was given to the students, and then the results were evaluated by analytical-descriptive methods. In order to ensure the efficiency of these six methods in chemistry tests, the students were asked to participate first in a descriptive test and then in a standard four-choice test with average level of questions. According to the general results obtained during this research, it was found that pre-reading and post-reading of course materials, as well as continuous but short-term study during the week, has a significant effect on improving the learning of the chemistry course and also the desired performance of the students in the tests of this course.

The main purpose of this research is Content analysis of the Chemistry ‎book (1) of the 10th grade of high school based on the model of ‎Gilford's creativity. In terms of purpose and method, this research is applied and used qualitative and quantitative methods respectively and in terms of data collection, a descriptive survey type content analysis has been used. The ‎statistical population of this study is the content of the chemical textbook (1) of the ‎tenth grade of high school in the academic year 1398-99 and the sample size ‎is equal to the size of the statistical population. The tool of this research is a researched ‎content analysis form based on the factors of Gilford's model of creativity. Validity of research tools based on educational expert opinions was notable and reliability tools based on Holsty formula was calculated 93%. To analyze the ‎content of the chemical textbook (1), the 10th grade of high ‎school is based on a coding scheme (three steps). Data were analyzed by Shannon Entropy Method. Findings show that in the text and images of the book, cognitive memory is the most significant coefficient and in "Did you know", "questions" and "thinking together" of the book, Divergent Thinking is the most significant coefficients. Also, for the entire content of the book, Divergent thinking with information load of (0.86) and significance coefficient of (0.31) has the highest degree of importance.

In this research, nanoparticles of the (1) [PdCl2(aemptrz)], and (2) [Pd2(μ-mmtz)4].2CH3CN, have been synthesized using ultrasonic waves in the ultrasonic bath (sonochemistry method, which is one of the methods of liquid state processing) at constant temperature and different times. Both complexes were analyzed using (XRD) and (FTIR) techniques. Nanoparticles of PdO, prepared by calcination in an electric furnace and characterized by (FESEM), (XRD), and (FT-IR) techniques. The results of XRD analysis showed that the synthesized PdO nanoparticles (resulting from nano complexes 1 and 2) crystallized in the space group P42/mmc of the tetragonal (for 1) and P2/c space group of the monoclinic (for 2) systems. The results of the FESEM micrographs showed that the size of the synthesized PdO particles derived from nano complex (1) and (2) is between 35.44 - 61.36 and 34.21 - 67.69 nm, respectively.

The purpose of this study is to design simple and feasible experiments with the least facilities for teaching chemistry concepts in schools of Iran. In this research, some experiments have been used to teach some of the concepts of chemistry in textbooks of the tenth and eleventh grades of high school. The design of experiments in this study was done by using the least available facilities to illustrate that even in the most deprived areas of the country, chemistry can be taught by conducting experiments in order to deepen students' level of learning. Also, due to the importance of conducting experiments and practical activities in students' learning and its application in chemical industries, students should not be deprived of this necessary excuse due to lack of facilities and chemicals. To do this, it is necessary for teachers to participate in in-service courses to learn the design of simple experiments with the least facilities and to use these experiments in their teaching.

The purpose of our research in this article is to achieve the goal of teaching chemistry better by providing a model based on exploratory teaching method and comparing the effect of lecture teaching methods with exploratory teaching methods and students' attitudes toward teaching chemistry. First, we discussed the importance of different teaching methods and the impact of each on students' learning, and then presented a model based on teaching the exploratory method. We have described the different stages of teaching this model in detail in each session, and finally, after teaching through lecturing and exploratory teaching methods in a few sessions, we found that students learn concepts by exploring and asking questions. If they learn, they will remember much more than we can teach them the same content in other ways. Examining the mean scores of post-test and pre-test students in the exploratory teaching group, the results indicate that there is a significant difference between the mean scores of pre-test and post-test in the two teaching methods and a significant difference in the exploratory teaching method. It has faced a great growth, and this indicates that the exploratory teaching method plays an essential role in students' learning.

The purpose of the present study is to analyze the entire content of the second chapter (Text, images and questions) in terms of whether the content is active or inactive by the method of William Rumi. Also, to achieve accurate and reliable results, the entire content of the second chapter was reviewed. The research tool is the analysis sheet based on the method of William Rumi, whose validity was reviewed and confirmed based on valid internal articles after preparing a sample. The second chapter of the tenth grade chemistry book (traces of gases in life)1400 edition, consists of 48 pages, which has 551 units of text, 96 units of non-writing and 67 units of questions. The results showed that the coefficient of involvement outside the range is 0.4 to 1.5 of William Rumi. What is important for the authors of chemistry textbooks today is to change the approach to science education worldwide and to keep the content of chemistry textbooks up-to-date in a way that equips students with knowledge and skills, and attitudes, engaged, to further harmonize them with the changes and developments of current life; Therefore, if the content activates the student's thinking power, they will have a great impact on learning.

The spread of the corona in the world has affected many things and disrupted the way of life. In our country, due to the lack of necessary preparation to face this disease, education was disrupted for a while and suffered the most damage. With the onset of the Corona crisis, various countries quickly shut down face-to-face training and moved on to virtual education in order to comply with health protocols to combat the disease as much as possible. Schools, universities, and academic institutions around the world used a variety of methods to advance their education. Some distance learning software and platforms are on the agenda of these institutions and teachers and professors with different teaching methods, provide the necessary training to their learners. In the field of e-learning, different countries face different problems in which many factors are involved that hinder the advancement of education. In this article, we have tried to point out the various methods that have been used and tested in various scientific institutes, as well as to discuss the problems and difficulties facing this type of teaching.

The purpose of this study is to review the research conducted in the field of modern teaching methods and its use in teaching chemistry, especially electrochemistry. Due to the prevalence of coronavirus in the world and and its impact on various sectors, especially in the field of education, today virtual classrooms in schools and universities have made it difficult to teach conceptual courses such as electrochemistry; Hence, teachers have turned to new teaching methods, one of the newest of which is Educational Content Knowledge (TPACK). In this review article, we tried to use the types of authoritative researches and articles that have been published in the field of modern teaching methods, electrochemical education and its relationship with TPACK; Most of these articles state that traditional lecturing and traditional teaching methods have led to a misunderstanding of electrochemistry; But today, misuse and ignorance of technology has led to misunderstandings in courses such as electrochemistry. As a result of this study, it was found that high school students have different misconceptions about electrochemistry. After identifying misconceptions, a teacher can correct misconceptions with new teaching methods such as TPACK. Successful implementation of such strategies, however, requires teachers to be aware of students' prior knowledge and possible misconceptions, and to guide classroom activities accordingly.

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.

The purpose of this study is to investigate the misunderstandings of twelfth grade students in the subject of acid-base. The statistical population of this study is equal to the quantity of the twelfth grade students of two schools in Rasht who are studying in the fields of experimental sciences and mathematics-physics in the academic year 1399-1400. The statistical sample consists of 47 students who were randomly selected. As a data collection tool, a four-choice three-row acid-base diagnostic test was designed and used. To analyze the data, the appropriate method was used with a three-tier test and students' perceptions were examined in three categories: scientific understanding, lack of understanding and misunderstanding. The results revealed some misunderstandings of acid-base concepts in students. Students are misunderstood, from more to less frequency, in the concepts of electrolyte, concentration of hydronium ion in dilute acidic solution, neutralization reaction, differentiation of decomposition concentration and acid equilibrium concentration, detection of acids and bases, ionization and separation concepts, ionization degree, ionization of several acids Protonates and misunderstandings of the concepts of strength and acid concentration. Identified misunderstandings can be used to improve teaching-learning methods and provide appropriate educational content.

The purpose of this research is analyzing the content of the tenth grade chemistry textbook based on William Romi’s categories. The research method is descriptive and content analysis using Shannon entropy method. The statistical population of the book is 1398. A total of 54 pages were randomly selected from chapters for analysis of text, images and questions. In this study, the frequency of active, inactive and neutral categories was calculated based on William Romi’s model and then normalized based on Shannon entropy method. The results show that in passive text analysis the passive category has the highest coefficient of significance (0.142) and the neutral category has the least coefficient of significance (0.070). In the image analysis, the inactive and active categories were almost as important as the percentage factor, and only the inactive category was two percent higher than the active category. In the analysis of questions as opposed to the images and text of the book, the importance factor of the active category (0.280) was higher than that of the inactive category (0.22), and this analysis showed that in the content preparation the balance between the text, images, and non-observed questions and the text of the book was inactive.

The aim of this study is to analyze the content of high school chemistry textbooks regarding the components of environmental education and to improve their content in this field. The type of research is descriptive and the method is content analysis. The statistical population and the statistical sample of the research include three chemistry books of the tenth, eleventh and twelfth grades, which have been studied in the form of text, image and practice dimensions. Shannon's entropy method has been used to analyze the content of the books in question. The results show that component 4 (efficiency and optimal use of available materials, resources and energies) with a coefficient of significance of 0.168 is the most important component of environmental education in chemistry textbooks of senior high school and component 6 (the impact of pollutants on ecosystems) With a coefficient of significance of 0.107, the least important component of environmental education in chemistry textbooks is the second year of high school. Also, the lowest volume of components related to environmental education is in the form of images, and since the images provide students with objective and tangible information and lead to deep learning in them, this amount seems small.

The purpose of this study is to investigate issues that have made the learning process difficult for learners to complete. In this article, the findings of the researchers in the past few decades have been examined to reach a general overview about chemistry learning obstacles and also to reduce these very problems to the lowest possible extent by providing some suggestions. Qualitative research method has been used instead of quantitative method. This research's findings are expressed in four general categories: curriculum content, language and communication, concept formation, and motivation. Results illustrate that problems are related to the specialized language of chemistry, the amount of content, abstract and mathematical nature of the aforementioned subject. In order to reduce learning's difficulties, one must be careful about choosing the content to teach because selection of the content is the first step to achieve the desired goal of learning. Student's previous knowledge about a subject is crucial because that can ease the path of reaching the final destination of the desired learning (the learner may not have sufficient prerequisite information on the topic). It is also better to motivate a learner to engage with another in order to make the process of learning easier for all.