نشریه پژوهش در آموزش شیمی
سال پنجم شماره 2 (پیاپی 18، تابستان 1402)

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.

Chemistry is a branch of science that examines elements, compounds (made of atoms, molecules, and ions), the effect of substances on each other as well as the changes that a substance exhibits during reaction with other substances. Chemistry is also one of the important high school courses, which is important in the final exams and the national university entrance exam. Nevertheless, there are many problems in chemistry education, and teachers have always thought of finding solutions for them. Using practical work and chemistry lab is a very suitable solution to improve learning chemistry. Teaching chemistry with the use of a laboratory can make students think and make learning more appealing. In this line, this research has been conducted with the aim of designing simple experiments to facilitate the learning of the concepts of the junior high school, and several simple and low-cost experiments have been introduced that can facilitate learning. The study method is based on searching Persian and English databases and reviewing articles, books, and theses related to chemistry education, and the use of laboratory in chemistry education. Finally, the significance of using experiments to facilitate the learning of chemistry has been discussed.

The role of teaching laboratory course in chemistry education is undeniable. In-person chemistry labs are very interesting and exciting for students, but sometimes this course is offered as non-attendance course. Laboratory course in online or remote learning courses is challenging. Many studies conducted in this field, especially after the outbreak of the COVID-19, have shown that alternative laboratory methods can yield performance results similar to those of a face-to-face laboratory. In this study, methods for teaching laboratory courses of chemistry (face-to-face, virtual, remote control, home study lab kits, and to a lesser extent self-guided field trips) are examined which may contribute to the quality of practical laboratory activities or may serve as a support for online study. Each method has its own strengths and weaknesses and can be used separately or in combination. The selection and integration of these methods, which result from learning outcomes and other factors, is examined as part of the designing process of teaching laboratory course. Finally, laboratory design in the future will definitely include new technologies, and getting acquainted with these technologies can be very useful.

Investigating weaknesses in education means studying and analyzing students’ misunderstandings in the learning process. These misunderstandings are weaknesses in students understanding of course concepts, which can be interpreted as defects in the teaching process or lack of complete understanding of the concepts. Teachers face challenges with regard to recognizing and removing these misunderstandings. In order to solve such misunderstandings, teachers can use various teaching methods. Moreover, effective communication with students and understanding their needs can have a significant impact on improving the quality of teaching and learning as well as achieving educational goals. The main goal of this research was to identify and investigate the ways of resolving misunderstandings among students about concepts related to ions, ionic bonds, particles that make up ionic solids, and how these types of solids dissolve in water. This article is based on the answers of 25 tenth grade mathematics and physics students Astara and 30 tenth grade experimental sciences students of Sanandaj to multiple choice questions, by which misunderstandings in students’ answers were identified. Finally, a method for teaching the concept of ionic bonding has been designed and presented.

The unexpected pandemic crisis exposed all teachers around the world to major challenges and forced them to design and adopt innovative teaching methods. Although the use of virtual methods and advanced technologies by teachers offers new possibilities, it also poses some unwanted challenges. In this research, chemistry teachers’ attitudes towards online teaching during the covid-19 pandemic will be examined while trying to answer the question that how chemistry teachers can turn challenges into opportunities to improve the quality of online education. The research method is a target group survey, and the data collection tool is a researcher-made questionnaire administered to the chemistry teachers’ virtual group in SHAD application in four districts of Shiraz. A total number of 55 teachers from four educational districts of Shiraz responded to the questionnaire. The results showed that chemistry teachers tried to use different technology platforms for learning. In addition, most of them faced difficulty in performing laboratory activities.

Information and communication technology has transformed education and society. Cellphones, projectors, wireless internet access, computers, smart whiteboards, and other evolving technologies are among the tools available for use in the chemistry classroom. If used appropriately, these tools can enhance student learning. Moreover, students have different types of misunderstanding in various chemistry subjects. With the current traditional educational procedures and due to lack of educational facilities at schools or universities, it is not possible to train students practically. Increasing research on the application of emerging technologies in science education can enhance classroom efficiency and appeal. The development of applying online software, especially during the epidemics, can be considered as the main classroom activity. The development of educational software, especially 3D laboratories, has opened new avenues in teaching abstract concepts of chemistry.