مجله پویش در آموزش علوم پایه
سال هفتم شماره 2 (پیاپی 23، تابستان 1400)

In this work has investigated absorption and fluorescence spectra of the Human hemoglobin with using UV-Vis spectroscopy and fluorescence in several solvents (1.0 × 10-5M) where prepared in 5ml from Dimethyl sulfoxide and Dimethylamine solvents and After storing at 4°C for at least 24hr. The absorption spectra and Fluorescence results showed that electron transition and change in the initial nature of hemoglobin is due to solvent.

In the age of sensitive diseases such as coronation, the need for distance education is felt more than ever. Therefore, information and communication technology is a new and strong complementary method for teaching and learning study courses. Especially for an abstract chemistry lesson where using a variety of software is a big step towards a lasting understanding of difficult concepts. Electronic solutions provide the most up-to-date methods of learning chemistry in accordance with modern educational principles in line with the pioneers in the field of global education. Utilizing the experiences and strategies to improve the quality of teaching and learning of researchers can make the educational process smoother and provide the basis for further growth and promotion of technology. In this article, with the aim of reviewing information related to information and communication technology and elearning and introducing educational software in chemistry course along with their advantages, goals and disadvantages, which has been done by literature content analysis method, background and research results. Examples of research works on their educational applications in chemistry education were discussed. The study method is search Persian databases and review articles, books and dissertations related to chemistry education. Finally suggestions for improving elearning are provided.

New ideas that learners encounter in the content of basic sciences and courses with abstract meanings are often outside their conceptual domain and often lead to alternative and misunderstood concepts. Therefore, educators need a way to teach that content and process are not blocked in the way of inclusive learning with alternative concepts. In this article, the POGIL method is introduced as an approach to improve learners' learning. The POGIL method was first developed for undergraduate chemistry courses and has now spread to high school chemistry, biology classes and many other disciplines. POGIL approach with an exploratory and active base, allows the instructor in the field of action to combine her/his POGIL activities and different methods to perform her/his leadership role optimally. In this paper, the steps of implementing the POGIL approach are explained and then the steps of its implementation on the concept of pure and impure matter, mixtures and saturation of solutions are examined as an example.

Textbooks are one of the most important sources of learning in the educational system. Reviewing textbooks can reveal the link between some of students' learning difficulties and the curriculum. The purpose of this study is to evaluate the ability of the fifth grade elementary experimental science textbook based on the two formulas of McLaughlin and Gunning Fog. The type of research in this research is quantitative-descriptive. In this research, the content analysis method is used to evaluate and measure the ability of the fifth elementary experimental science textbook according to two formulas; McLaughlin and Gunning Fog were used. The research community is the content of the fifth grade elementary experimental science textbook. The research findings showed that the texts analyzed according to McLaughlin's method are higher than the fifth grade in terms of the level of class ability. Therefore, the level of ability in the fifth grade elementary experimental science textbook is not appropriate for the age level and understanding of students at these levels; Data analysis also shows that the strength of the ability of the content determined in the samples based on the Gunning Fog formula is difficult for the fifth grade of elementary school.

Inquiry is one of the emphasized approaches in science education. IBSE can be classified to four different levels depending on the relative amount of teacher- students roles during the inquiry activity. Various methods for conducting IBSE have been stated in various sources. in this article we have studied and analyzed the method of implementation in different articles. in this paper, as well as for each of the inquiry levels including confirmatory inquiry, structured inquiry, guided inquiry, and open inquiry, one sample of the implemented activities of teachers in Farhangian university has been introduced as educational experience. this article is applicable to pre-service teachers, teachers, trainers and researchers in the field of teaching and learning. Keywords: science education, questioning, IBSE Inquiry is one of the emphasized approaches in science education. IBSE can be classified to four different levels depending on the relative amount of teacher- students roles during the inquiry activity. Various methods for conducting IBSE have been stated in various sources.

Content analysis of books is useful for evaluating the content from the perspective of content activity or inactivity. The aim of this study was to analyze the content of the 11th grade biology textbook based on the Rumi's method. The statistical population studied in this research is the entire content of the book. Based on the results, the coefficients of conflict for the text and images were 0.29 and 0, respectively, which indicates that the text and images of this book are inactive and do not challenge the student's mind. The coefficient of engagement of the questions is 1.79, which indicates that the questions are too active. The activity-oriented index of this book is 0.43, which is in the acceptable range of William Rumi.The average engagement rate of text, questions, images and activity-oriented is 0.62, which indicates that the content of the eleventh biology textbook is active and dynamic overall. Also, the coefficient of conflict between the content of the animal and plant sections of the eleventh biology book, showed that the text and visual content of both sections are inactive, the question content of these sections are active and both parts of the activity-oriented index are in desirable range.