نشریه پژوهش در آموزش شیمی
پیاپی 3 (پاییز 1398)

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.

Green chemistry education aims at educating responsible learners, environmentally conscious citizens, nurturing creativity, encouraging and motivating them to study and research the environment and ways to protect it, as one of the most important factors considered in achieving development. The statistical population of this study was Yazd Farhangian University students who were analyzed using descriptive statistics, frequency and percentage (and inferential test) Pearson correlation, Excel software and SPSS software. Results showed that it is best to provide a suitable context for students at Farhangian University to enhance the link between green chemistry education and general education, given the important role that green chemistry plays in human life through appropriate and strategic planning to manage green chemistry at schools and to better quality teaching and learning. This article aims to provide new attitudes, skills and knowledge in universities and schools. The use of green chemistry in education will increase the quality of life and the environment for a healthier and safer environment.

This study investigates the narratives of several chemistry teachers with different backgrounds about the positive and negative effects of textbook content change. The research in question is narrative and belongs to the notion of qualitative and interpretive research. The findings of this study, derived from the speeches and narratives of chemistry teachers, resulted from the question, "What are the positive and negative effects of changing the content of chemistry textbooks on the teaching process?" with 5 faculty members of Farhangian University and 10 teachers with more than 15 years of experience in chemistry. After collecting their opinions on the subject, these comments were reviewed and followed up. Some of the most important effects of changing textbook content are: mismatch of course content with class duration, multiple authorship of textbook content, inflexibility of teachers. Experience with new textbooks, increased student stress for entrance exams, more practical use of textbooks, and context-centered books that can affect the teaching process in various ways.

The textbook as the main scientific resource guides the teacher and the student activities to achieve educational goals. Textbook content analysis enables the authors of the book to apply the results to improve the book. Chemistry is one of the most widely used fields which is very important in different fields. The purpose of the present study is to analyze the content of the first chapter of Chemistry Book grade 12, using William Romey's technique and determine the significance coefficient of each active, inactive and neutral categories by Shannon entropy method. The purpose of this study is applied and method is descriptive and of content analysis. To determine the validity of this study, the components of William Romey technique were used and Holsti formula was used to determine the reliability. The results showed that the engagement coefficient for the text of the first chapter was equal to 0.423 and was designed in the active way for William Romey but for images and questions it was obtained 2.083 and 16.4 respectively, which indicates inactive design. Also, based on the results of Shannon entropy method, the mean information load and the importance coefficient of the inactive categories were higher than the active one, while for images and queries it was the opposite.

The purpose of the present study was to compare the effect of collaborative and individual methods on learning of ionic and molecular compounds of 9th grade experimental science based on Bloom's cognitive level. This study was quasi-experimental with pre-test and post-test design with a control group. The statistical population of the study consisted of female students studying in the junior high school in the education office district one of Khorramabad in the school year 97. The sample group consisted of 40 students who were selected in two separate classes by simple random sampling from four classes (one as experimental group and the other as control group). Prior to the implementation of collaborative teaching method, the two groups were tested by a researcher-made academic achievement test, which was designed and validated based on the 9th grade Experimental Science book. The results showed that the learning rate of students trained in collaborative learning was more than those who were trained individually. It was also found that using cooperative learning method was more effective on memorizing scientific information, understanding and comprehension of learning materials, and applying the content, but it was not more effective on analyzing power and curriculum evaluation.

Since many basic concepts of science are taught for the first time in the elementary school, elementary teachers have an important role in students’ understanding. One of the reasons for the students' misunderstandings is the existence of similar misunderstandings in elementary teachers, so identifying and correcting the misconceptions of the future elementary teachers is essential. The purpose of this research is to study the understanding of prospective primary school teachers about the differences in properties of constituent particles of substance in three states. The statistical population of this study is the student teachers of Allameh Amini campus in Tabriz in 1397 and the sample was 105 boys. A questionnaire containing 6 multiple choice questions was used for data collection. The validity of the questionnaire was confirmed by two lecturers of science and the test was held in normal class conditions. Student responses were collected and analyzed statistically and descriptively to evaluate their understanding and elicit their misconceptions. According to the results obtained, many student teachers have misconceptions about the differences between the properties of the constituent particles in different physical states. This problem is especially acute for college student teachers with a diploma in humanities.