نشریه پژوهش در آموزش شیمی
سال سوم شماره 1 (پیاپی 9، بهار 1400)

Since the practical chemistry curriculum is one of the courses that curriculum designers want to combine with the principles of green chemistry, and this kind of attitude has become important in Iran for more than several years. In this study, we review several curricula designed by different universities in the field of practical organic chemistry  and examine the degree of compliance of designed programs with the principles of green chemistry and provide solutions to further adapt these programs to green chemistry. This research has been done by analytical-descriptive content analysis method. The statistical population includes five curricula in the field of practical training in organic chemistry 1 in the undergraduate course of the country's universities in the fields of chemistry, pharmacy, engineering, agriculture and natural resources between 1395 and 1398, which were randomly selected. Generally, among the five curricula prepared for the Organic Chemistry Lab 1 in the undergraduate course of the various branches studied in this study, the average number of more than 4 programs with seven principles of green chemistry shows a good compliance compared to previous curricula, one can take a serious approach to environmental protection and the impact that the introduction of the principles of green chemistry has on the practical chemistry education.

The purpose of this research, which has been done analytically-descriptively, is to investigate the misconceptions of 11th grade high school students about the concept of thermodynamics. For this purpose, 112 students were randomly selected from among the 11th grade students of the second round high school in the 15th district of Tehran in the academic year 1399-1400, all of whom were girls. In order to identify common misunderstandings of students, a questionnaire containing 10 four-choice questions was used. The questions included the concepts of thermochemistry, system and environment, temperature and heat, enthalpy, endothermic and exothermic reaction. Then, the students' answers were evaluated as data by SPSS statistical software and the results were presented and analyzed in the form of explanations. From the analysis of each question, students' misunderstandings in that subject were extracted. Based on these analyses, the topic of thermochemistry of the 11th grade high school chemistry textbook needs to be reviewed, supplemented and simplified, and the chemistry teachers can take steps to reduce and eliminate misunderstandings on the subject of thermochemistry by adopting an appropriate teaching method.

The threat posed by the Corona virus provided a good opportunity to address technological education in universities and schools. This study was conducted to investigate the challenges and to provide solutions to improve online e-learning and its impact on students' academic achievement during the COVID-19 virus disease era of educational centers by implementing the Teacher-assistant project. The study sample used the form of teaching activities in the online classroom, the item of observing the practical activities of the teacher and members of the educational groups. With the help of a group of students and teachers of chemistry, online education was studied and explored from different aspects. In this study, the challenges and perspectives of online education became more apparent. The data obtained from the research were then summarized and analyzed in a coherent manner and suggestions were made in accordance with each challenge. It is important that e-learning can play an effective role even in face-to-face classes, along with increase participation. Active students, producing a variety of electronic content, increasing the enthusiasm and interest of learners, increase parental satisfaction, how to manage online classroom, improve online learning process, increase interaction in e-learning, increase teacher efficiency and provide internships in a new way with very good results.

As students move toward education with a set of beliefs from childhood, understanding how students learn can help teachers formulate effective teaching strategies. Chemistry is one of the most important branches of science that allows learners to understand what is happening around them. Because chemistry topics are generally related to the structure of matter, chemistry is a difficult subject for many students. Therefore, in this article, an attempt has been made to investigate one of the most common misconceptions of high school students with the concept of atomic mass and the causes of these misconceptions in this study. This article has been written by designing a questionnaire including 10 four-choice questions and providing it to students in Qazvin and Hamedan provinces virtually. Based on the results, it was estimated that most students have a misunderstanding of the concept of atomic mass and moles and have not fully learned these concepts, and this may lead to several mistakes in solving chemistry problems. Therefore, by conducting this research, an attempt was made to identify students' misconceptions so that teachers, while teaching, can choose strategies that minimize such misconceptions.

The purpose of this study was to measuring the effectiveness of chemistry augmented reality software on students' learning with a focus on the concept of catalysts. the statistical population was all ninth grade students in Tehran. In order to determine the sample size from the multi-stage random cluster sampling method, class A of the ninth grade of Mesbah Alam School in District 3 was selected. Students' learning was then assessed based on Bloom's cognitive pyramid at six levels using a fixed group and a pre-test and post-test design. The results showed that the use of augmented reality in six levels of learning by Bloom increased the learning rate of students. This increase in the last two levels of Bloom's classification, which includes evaluation (pre-test 3.43 and post-test 4.56) and creation (pre-test 3.40 and post-test 4.60), is greater than the other four levels of knowledge (pre-test 4.50 and post-test 4.90), Learning (pre-test 4.13 and post-test 4.83), application (pre-test 3.76 and post-test 4.43) and analysis (pre-test 3.96 and post-test 4.56). Therefore, augmented reality as a new technology can be used to enhance students' learning at higher cognitive levels in chemistry and its use is recommended.

This study is a narrative review study and its purpose to investigate the teaching of organic chemistry  by using games. In this article, the findings of researchers in recent years are reviewed to analyze them and make a general conclusion in this area. This article was conducted in English search for keywords of education, games and organic chemistry in scientific databases and new articles were used for this study. The data of the articles were used to write the findings of this article and the research findings include 5 games about teaching different topics in organic chemistry, each of which is briefly described. The results show that it is difficult to understand the topics of chemistry due to their abstraction, but it is possible to make this lesson sweet and enjoyable for students by playing educational games along with teaching. These games also increase collaborative work among students and increase their motivation to learn. In other lessons, educational games should be used so that students can learn the concepts with more interest and motivation.