Research in Chemistry Education
Year:2022 | Volume:4 | Issue:2 (پیاپی 14)|Papers Count:40

The approach of learning through observation provides a platform for observing appropriate behavior and performance in chemistry education for teachers. In this approach, the learner can learn by observing the behavior and performance of the teacher and his classmates and solve educational problems by doing group activities. In this research, the effect of conducting an experiment with simple devices according to the learning through observation approach on knowing the concept of ionic dissolution in tenth grade students has been investigated. The statistical population included all female students of the 10th grade of experimental and mathematical fields of Hajar school in Isfahan city, 17 of them were selected as a statistical sample using available sampling method. The research was conducted by examining experimental and control groups. The research data collection tool is a diagnostic test containing two questions including one descriptive question and one four-choice question. The descriptive question of the test is related to the completion of the dissolution reaction of ionic compounds and its four-choice question is related to the ions formed after the dissolution of ionic compounds. The results of the research show that education based on the approach of learning through observation has a positive effect on learning the concept of ionic dissolution and students who have learned this concept based on the approach of learning through observation, can answer the questions of this topic correctly.

Educational games improve students' motivation and enthusiasm towards chemistry and learning. This research was conducted with the aim of investigating the effect of teaching with games on the learning of 10th grade students. A field survey of tenth grade students of two schools in Tehran and Urmia by purposive sampling and method, four classes of 30 students who are studying in the field of experimental sciences in the academic year of 2021-2022, were selected as samples. The tool used in this research was used to evaluate students' learning. The results of the research indicated that the game-based learning of the students who were taught the course material along with the game had a better situation in terms of learning lessons than other students. Educational games are one of the most effective ways for students to learn, which increases cooperative work between students and their classmates and increases their motivation to learn. Group activities with the teacher's supervision make students very interested in friendly and healthy competition and are very useful for deep learning. The purpose of this research and game design is to learn periodic properties of elements and investigate the effect of games on the academic achievement of tenth grade students.

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 pretest-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).

This paper is a study on misconceptions of junior high school students about the elements, compounds, atoms and molecules. The purpose of this study is to identify the level of misconceptions of seventh and eighth grade students about the concept of atom and element as well as compound and molecule. First time, these concepts were introduced in the seventh grade textbook. Atom and molecule are abstract concepts and their teaching for teachers and learning for students are difficult and complicated. In order to collect information, a questionnaire with 5 multiple choice questions was used. Students' answers were analyzed to assess their understanding and to extract possible misconceptions. Based on the results, most of the students in both seventh and eighth grades have a misunderstanding about the concept of element, compound and molecule.

The most important stage of misunderstanding is to identify it. Since the concepts in chemistry are conceptual, there is a high possibility of misunderstanding. In this research, 64 high school students were evaluated in terms of their misunderstanding of the concepts of mass number, atomic mass and molar mass using 12 questions. The results showed that in half of the questions, the percentage of wrong answers and as a result of misunderstanding is more than the correct answers. Considering this level of misunderstanding in the evaluated concepts, it is necessary for teachers to reduce the level of misunderstanding in students by using new and different methods of teaching these concepts. In addition, the design and teaching of standard methods for teaching these concepts can reduce the effect of tasteful teaching and teachers' misunderstandings.

In this research, it was decided to investigate the effect of several effective factors on the weak performance of high school students in the four-choice tests of chemistry. This research was done by designing five key questions about how students answer four-choice questions in chemistry course and also measuring the blood sugar level of students before and after answering the test of this course. The statistical population investigated in this research is 230 secondary school students of districts 4, 9, 12, 14 and 15 of Tehran. The results of the investigations carried out were evaluated by analytical-descriptive methods, which showed the lack of time allocated to the chemistry lesson in the exam, the students' weakness in doing math calculations, placing this lesson as the last lesson answered in the exam and the resulting mental and physical fatigue, the large number of counting tests and the integration of concepts from different chapters in these tests and finally, not having a specific model and program to answer the questions of this lesson in the exam are considered to be the most important factors of students' weakness. Also, the results of the students' blood sugar test before and after the chemistry quiz showed a significant drop, which certainly affects the students' poor performance.

In the contemporary world, paying attention to new sciences and technologies is one of the basic elements to achieve progress. Undoubtedly, the correct understanding of new sciences and techniques, education and finally their application is the main factor of cultural, social, industrial and economic growth and development. It is obvious that without paying attention to this, the realization of educational and research goals will not be possible in an appropriate manner. Was. Among the new technologies, nanotechnology has attracted everyone's attention. This technology, which is an approach in all fields of science and engineering, has the ability to produce new materials, tools and devices by manipulating atomic and molecular levels. Today, the field of this technology has extended to most basic sciences and engineering and has gained interdisciplinary acceptance. The scope of the application of this technology in the field of medicine, biotechnology, materials, physics, mechanics, electricity, electronics, chemistry, health, agriculture, etc. requires educational systems to provide related concepts and topics. to nano materials and their applications, to increase students' awareness in this scientific field. By gradually including the materials related to nanotechnology in the science and chemistry textbooks of secondary school, it is possible to partially compensate for the lack of knowledge of students in this scientific branch. Although the basic training of this technology requires written planning. The use of appropriate tools, images and classroom research plans can be very useful in conveying the main concepts to students and better understanding the scales.

Currently, all over the world, one of the most important challenges in safety programs is protection and prevention in the workplace and laboratory,Because health is considered the highest blessing of God and its maintenance and care should be one of the priorities of life and work. Chemistry is one of the most widely used experimental sciences that we face directly in our daily life,His teaching will be more effective when many concepts are taught along with testing. By doing practical work, learning is facilitated and time is saved, and it also causes the growth of creativity, and innovation and raises the spirit of teamwork among students. Research has shown that the lack of attention and interest of teachers in the scientific method of teaching is the lack of necessary facilities in the laboratory, the lack of sufficient safety in the laboratory, especially in the lower levels of education, and the dangers that threaten the lives of students. taken and the material has been collected and analyzed from reliable sources,An attempt has been made to investigate the risks and fears caused by working in the laboratory,By reducing or eliminating those cases, the entry of learners into the laboratory environment is free from any possible risks and makes education easier.

Using appropriate and efficient teaching methods can speed up and deepen the education process. lack of attention to pay attention to the expression of concepts and lack of attention to use practical examples in chemistry causes students to not make a proper connection with the theoretical aspect of these lessons and not to have enough motivation to learn basic lessons in them. This research has been done with the aim of applying the principles of physics in teaching chemistry concepts to students. The current research method is a review of research literature. Researches conducted between 1996 and 2022 in the field of application of physics concepts in teaching chemistry concepts have been investigated. The results of the research show that the use of physics concepts in teaching chemistry concepts increases the interest and positive academic attitude in the chemistry course.

The most common method of teaching chemistry topics in the second secondary/high school is the transfer method. In the transfer method, knowledge is transferred from the mind of the teacher to the mind of the students. The teaching of chemistry subjects through this method has been unsuccessful due to its intrinsic complexity and inseparability from mathematics. Brainstorming teaching method is an educational model based on creative thinking and stimulating student creativity. In this educational method, using four creativity factors (fluidity, expansion, flexibility and innovation) it tries to convey the concepts of the chemistry course. The constructivist method is a new educational model based on the interaction of the recipient of knowledge with the relevant scientific topic. In this educational method, the student learns the subject by using experimental, laboratory activities and with the help of educational aids. In this study, the important topic of enthalpy in the 11th grade chemistry textbook was taught to two class groups of 35 students in two shifts in the morning and in the evening of Shahid Nawab Safavi School through two educational models of brainstorming and constructivism, and at the end, the two groups took a class test and the scores of the two groups were analyzed together through the t-pair statistical test with a significance level of p<0. 05 and SPSS Ver. 21 statistical software. The result of the study shows that the constructivism method is more effective than the brainstorming method in teaching the subject of enthalpy in chemistry class.

This research has investigated the extent of using the active method in the content of thermodynamics in second edition highschool chemistry textbooks volume 1, 2, 3. The purpose of this research is practical and clarify how successful the books has been in therm of active content. The statistical population includes 3 high school chemistry textbooks. First, the content of thermodynamics was identified and it was coded and analyzed using William Rumi's technique including text, images and questions in specific categories. The results of this research showed that the change of the coefficient of the categories (indicator of students' activity in the learning process) in the text, pictures and questions is 0. 245, 1. 33, and 5. 30 respectively, so the text is less desirable than expected and passive, the images are desirable and active, and the questions are more inclusive and passive. Also, based on the results of Shannon's entropy method, the average information load and importance coefficient of passive text categories is higher than active, while it is the opposite in the field of images and questions.

Trying to improve the educational system of countries is one of the important actions of researchers in the field of education in all countries. Examining the educational systems of leading countries in education and using their successful experiences can be effective in improving the educational system of other countries. In this article, the research was conducted using descriptive-survey qualitative research method, and the materials were collected by referring to the documents related to the education systems of Finland and Iran, information databases, and library sources. Examining the educational content and goals in Finland, unlike Iran, shows that in Finland researchers from different universities are placed next to educational designers. In Iran and Finland, the content is determined, selected and organized in relation to the educational goals, but in Finland, the teacher has more freedom to choose the content that matches the educational goals. Finally, the recommended solution for improving Iran's educational system is to get help from researchers from other universities to produce educational content and to give teachers more freedom in choosing educational content.

Considering that the topic of electrolysis is one of the important and difficult topics that includes abstract concepts, therefore, a large number of learners have problems in learning it and face many misunderstandings. The vastness of the topic of electrolysis and the various applications of its products in life requires education in a new way. Over the years, countless approaches have been developed to improve teaching and its complementary activities. Learning based on exploration and construction of the concept by the learners themselves can play a significant role in creativity, innovation and creating motivation and interest in their learning. Educational design based on 5E exploration approach seeks to facilitate learning. The present study tries to explain the method of conducting low-cost experiments with an iquary method in the electrolysis cell and to discuss the advantages of this method. At the end, some suggestions are presented in the field of this research. By using this content for education, we can witness meaningful learning and a deeper understanding of the subject in learners. The results of this research can help in formulating the curriculum of chemistry content to teach the exploratory model of lifelong learning and prepare learners for life in society and industry.

Learning and teaching chemistry is often considered difficult due to its complex, intangible and abstract concepts. One of the ways to facilitate this is the use of educational technologies in teaching chemistry. Augmented reality technology is an interactive experience of a real environment that allows for increased understanding of complex concepts at most educational levels. Despite the many researches conducted inside the country on the application of augmented reality in education, no systematic study was found that focuses on the application of this technology in chemistry education. The current research is a systematic literature review in order to investigate widely used devices, advantages and challenges of using augmented reality in chemistry education. Among the results, the concepts related to molecular structures were among the subjects in which augmented reality was used the most in teaching and learning, and the benefits of using this technology are concentrated in the field of emotional learning. Smartphones and tablets were the dominant devices in the use of this technology in classrooms. Also, according to the results of the studied research, suggestions were made to support the active use of this technology in chemistry education.

Human dreams and imagination often give birth to new science and technology. Nanotechnology, the frontier of the 21st century, was born from such dreams. Nanotechnology is defined as the production and control of matter between 1 and 100 nanometers in which unique phenomena enable new applications such as drug delivery, pollution monitoring sensors, solar cells and biodegradable polymers. In a span of almost half a century, nanotechnology has become the foundation of industrial progress. Therefore, research and development in this field, workforce development, education and curriculum planning are an integral part of the progress process in the field of nanotechnology, which should be given more attention. It is clear that students are the future builders of society and its social capital, it is essential to familiarize this segment of society with the basic concepts of new and important technologies from the early years of knowledge acquisition. In this article, an attempt has been made to explain the concepts related to nanomaterials, their applications and the latest findings in simple and understandable expression for students.

Liquid crystals are materials that their structural and mechanical properties are between the liquids and crystals. Meaning that, they can flow like a liquid while its molecules like solids, have a certain order and orientation. In recent years, liquid crystals have attracted the attention of many researchers due to their unique structural features. Considering that solvent effects play an important role in many physical and chemical interactions, it is important to investigate their optical properties in various industrial and medical fields. Dipole moment is an important optical and electronic property of molecules, its changes lead to change in electronic structure and as a result change in photophysical and biological behavior of this group of molecules. Based on this, in this research work, dipole moment in the ground and excited states of Discotic liquid crystals with three different substitution groups were measured through UV–, visible spectroscopic technique. The results reveal that the electron cloud resides in the central part of these liquid crystals.

According to the production of science and the fundamental transformation of education, it should be combined with the use of active educational methods. Teacher training centers play a role in training teachers and students by providing new curricula. The current objectives are to review and present the plan in the field of educational research methods in chemistry. A good chemistry teacher should choose methods for his teaching that students are actively involved in learning and studying and create challenges for them. But the teacher chooses the methods that are compatible with the characteristics of most of the students. With this, according to the review of resources for teaching strategies in teaching chemistry, conceptual design methods, conducting interesting and educational experiments at the beginning of the class, using proverbs, teaching in natural environments, asking questions before students and creative education, from entering and methods A show is suggested.

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 1402-1401, Chemistry 3 course. 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 technological 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.

Among the features of the new era, which is called the era of information and communication technology, is the introduction of new technologies such as information and communication, the results of which are an increase in the volume and variety of information, a change in the use of information, a change in communication channels, and an increase in access to knowledge. Therefore, Getting to know information and communication technologies and their use, called "information literacy", is beyond "traditional literacy" and should be considered by all people with the emergence of new technologies. Chemistry is one of the subjects whose concepts are difficult to understand from the point of view of teachers and students, and usually, there is no positive attitude toward it. Due to its laboratory and functional characteristics, the chemistry lesson has a high ability to present concepts, simulations, and computer animation. The purpose of this research is to use information and communication technology in chemistry education.

Misconceptions refer to any kind of false ideas notions that cause non-scientific beliefs, confused concepts, simple concepts and theories without scientific roots. Misconceptions cover a wide range of scientific concepts. Misconceptions not only in chemistry, but in other fields at all levels cause major problems for science educators, scientific researchers, teachers and students. If the concept in question is scientifically abstract and incomprehensible oncepts, it will be much more necessary to recognize Misconceptions and deal with them. The present article, is a kind of review article in which the subject of common Misconceptions of students in teaching chemistry in the high school has been discussed. In explaining chemistry concepts, vague terms and definitions should not be used and clear and understandable explanations should be used. Teachers should refrain from providing redundant data to students. It is also a very good solution for teachers to be familiar with different types of misconceptions in different lessons.

Textbooks are one of the most important sources of learning in the educational system, and they also form the main materials of the school curriculum. Textbooks play an important role in the formation of students' national identity. The purpose of this research is to investigate and analyze the national identity in the chemistry book (3) of the twelfth grade of high school (mathematics-physics and experimental sciences). The research method is quantitative and qualitative content analysis. The data collection tool includes a checklist in content analysis, and the unit of analysis is the theme. The components of national identity in this research are: symbol, value, cultural heritage, celebrities and personalities, events. The statistical population of the chemistry book (3) is the 12th grade of high school (Mathematics-Physics and Experimental Sciences) in the year 1401-1402. The results of the qualitative analysis show emphasis on national symbols, especially the Persian alphabet, attention to national values, especially social values, attention to places and buildings in terms of cultural heritage, and little attention to contemporary celebrities and personalities, especially contemporary chemists and their books, as well as events. and events. According to the results of quantitative analysis in this book, 224 cases have been referred to the concept of national identity, and among the dimensions of national identity, symbols have the highest frequency with 45. 99% and celebrities and personalities have the lowest frequency with 0. 44%.

Chemistry has many abstract concepts that students have difficulty understanding and learning. These concepts are important because if these underlying concepts are not properly understood by the learners, subsequent scientific concepts or theories will not be understood. Most of the students have difficulty in understanding the concepts of chemistry and despite trying hard for chemistry exams, they fail the exams. Science education tries to make students acquire scientific knowledge. Knowledge is constantly developing. People change meanings and concepts to fit their perceptions of knowledge. Therefore, meaning and concept as the final product is a cognitive ability. Through a person's interaction with more complex situations, concepts are created, strengthened, expanded, or completely removed and transformed. In the present research, we examined and reviewed the concepts of experimental sciences, especially understanding and perceptual concepts or misunderstandings of chemistry concepts. We explained the methods of understanding the concepts and the misunderstandings that occurred, and then the research of different researchers was discussed about the concepts of chemistry and basic science courses. In the end, based on the reviewed research, suggestions have been presented that will be fruitful.

The purpose of this research is to investigate the relationship between the third chapter of 10th grade chemistry and science textbooks of the junior high school. This research is of a descriptive-content analysis type and its statistical population is science textbooks and the third chapter of 10th grade chemistry, which was published in 1401. In this research, the aims and educational content of the mentioned textbooks have been investigated and compared and analyzed. The results of the analysis will help 10th grade chemistry teachers to learn about the scientific background of students in connection with the third chapter of 10th grade chemistry titled "Water, the song of life" so that they can improve the learning process of the students accordingly. Also, methods are provided to improve the learning process of students. In this study, it was found that there is a correlation between the science textbooks of the first year of the junior high school and the third chapter of 10th grade chemistry, which is necessary to know for teaching the 10th grade chemistry. Also, if a student has not learned the concepts of the textbook of science well, he may have misunderstandings to analyzing chemistry topics and have incomplete learning.

The ability to solve problems by stoichiometric method is an inseparable process of chemistry and the correct understanding of this topic is of great importance. In the present study, the challenges of learning stoichiometry among a number of female students of the 11th year, experimental field, were investigated in Tehran. In this research, 55 students were evaluated using questionnaires. Sampling was done randomly. The data and information obtained from the questionnaires were analyzed by descriptive-analytical method. The obtained results showed that a large number of students tend to use alternative methods instead of stoichiometric solution method. According to the analysis, many students do not have a correct understanding of stoichiometry and consider it a complicated method. In fact, they believe that stoichiometry does not have a specific formula or organized path and therefore cannot be preserved. Perhaps the root of this way of thinking should be seen in the teacher's presentation of different solutions in every stoichiometry problem and the student's lack of correct understanding of the basic concepts of chemistry. Therefore, it is suggested that chemistry teachers give students an opportunity to review the basic concepts before presenting the problem, and in solving the problem, instead of presenting the solution, ask the students to complete the solution path with their own knowledge. In this way, instead of memorizing steps by students, their cognitive skills are used, in addition, solving the problem of misconceptions about stoichiometry can be accurately identified and corrected by students themselves, and their learning process is facilitated.

Chemistry is the science of life and it is impossible to imagine life without chemistry. In the absence of chemistry, the sun will no longer shine, metabolism will not be carried out in the bodies of animals and plants, and even no production and economic activity will occur. Chemistry is also one of the important subjects in high school. Nevertheless, chemistry education has always had problems and difficulties, and teachers have always thought of finding a solution to facilitate the learning of chemistry. Using practical work and chemistry laboratory is a suitable solution to increase the amount of learning chemistry. Education along with practical work can make students think and help them learn. In this regard, this research has been conducted with the aim of reviewing the importance of teaching chemistry through practical tasks and its role in students' understanding, and several simple and lowcost experiments that can facilitate the learning of chemistry have been investigated. The study method is searching in Persian and English databases and reviewing articles, books and theses related to chemistry education and the use of laboratories in chemistry education. And at the end, the importance of using experiments to facilitate the learning of chemistry has been discussed.

The present research was conducted with the aim of investigating the effect of the different assignments of the 10th chemistry lesson on increasing students' learning and familiarity with the applications of chemistry in the lives of the 10th grade experimental science students of Shahid Mahbobe Danesh School in Ashtian city in the academic year of 1401-1402. This research was investigated with the action research method and using the researcher-made questionnaire tool among the students. The validity of this research was confirmed by asking the opinion of 2 senior teachers of Arak city and its reliability was also confirmed by retesting. The findings indicate that giving divergent assignments to students leads to an increase in students' learning and more familiarity with the applications of chemistry in their lives, as well as more stabilization of the contents of the chemistry lesson in their minds, as well as a deeper understanding and understanding of this lesson. . It is suggested that teachers use divergent assignments to increase learning in chemistry.

A major challenge in chemistry is the gap between the teacher's expectation and the students' low efforts due to the absence or sometimes lack of motivation. These causes of students' lack of motivation can be related to the individual, their family, or their classroom and educational environment. The existence of students' awareness of the goals of the lessons they learn in the classroom can be one of the factors of lack of motivation in the classroom. The purpose of this article is to provide solutions to make chemistry education attractive by emphasizing its integration with life. Integrating chemistry education is a suitable solution to motivate students to deepen their learning. Various examples of attractive methods for teaching chemistry are stated in this article, which can increase students' motivation to understand more and better learn abstract concepts in chemistry.

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 human mind is active and the teacher creates learning conditions and strengthens mental skills and thinking abilities. Teaching method is one of the most important elements that are increasingly effective in achieving educational goals. Exploration is a research method that can help us understand what and how the world around us is. This paper uses guided probe teaching model to investigate the effectiveness of balancing concept and electronic arrangement. The research method is a descriptive review with an applied approach. In this research work, a number of worksheets that have been prepared and implemented for the desired purposes in the chemistry classroom are introduced. By compiling worksheets based on guided probe cycles, the learner benchmarks the data and writes explanations for the development of chemical concepts. Observations of this study showed that this teaching model leads to the activation of students and their full participation in teaching and learning.

The aim of the current research is to investigate the effect of the laboratory day on the learning process and to create the interest of experimental female students in chemistry and laboratory courses. The statistical population of the research was selected from among 76 female students of second high school of Farzangan Naderian School in Isfahan city, who studied in the first half of the academic year 1402-1401. The method of conducting the research was a survey in which the experimental group included 38 people who participated in the laboratory and the control group included 38 people who had no experience in the laboratory. The measurement tools are researcher-made questionnaires, which are prepared in two test and descriptive forms. At the end of the independent t test result, to compare the average scores of each hypothesis, it was determined that there is a significant difference between the average score of interest and understanding of chemistry of students who participated in the laboratory and students who did not participate in the laboratory. Also, the average score of the positive role of experimental activities in creating a connection between knowledge and life skills of students who participated in the laboratory is significantly higher.

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, and also the students showed a great desire and interest to use new technologies and produce attractive content by the teacher, especially in the era of non-attendance of schools.

Learners often find studying secondary school chemistry challenging, and commonly develop alternative understandings of the subject, variously labelled by researchers as misconceptions. Misunderstanding is observed not in chemistry but also in other scientific fields and at different levels. Determining students’,misconceptions in chemistry is important for an effective teaching and learning chemistry. in this article, four misunderstandings in tenth grade students have been identified and investigated. The concepts of atomic structure, structure of ionic compounds, difference between compound and element, difference between intramolecular and extramolecular bonds were investigated. CMDT tests have been used to obtain results in these studies. These findings can be used to improve the chemistry education program.

Laboratory applications that were introduced in the mid-twentieth century not only provided a new point of view but also brought a new dimension to the lessons learned. Initially, they were used to prove theoretical knowledge, but recently they have evolved into environments where students can easily explore knowledge as individuals or in groups. The activities that have come about with the recent form of laboratories have significantly helped to educate students for a constructivist approach, which are research, searching for solutions, discovering scientific solutions and deep reasons about scientific concepts. However, at the current stage of our educational system, these activities could not be included in the course content. Now, by studying the educational systems of several countries, virtual laboratories have appeared as an alternative solution to the problems of education in the form of applied courses. In this research, with the aim of using virtual laboratories, their advantages and disadvantages were investigated and some virtual laboratory studies in the field of chemistry were introduced and presented.

Expensive experiments are one of the cases that most chemistry researchers have encountered problems with, considering the development of chemistry software, examining and studying experiments in the context of chemistry software can be an important step in advancing the educational goals and interest of chemistry students. In this article, the importance of using From the chemistry software, attention has been paid to investigate the reaction or to study the thermodynamic process of chemical reactions. These methods can be a suitable alternative to investigate such studies. In this article, the importance of using chemistry software to investigate the reaction or to study the thermodynamic process of chemical reactions has been considered. These methods can be a suitable alternative to investigate such studies. Chemical reactions have been discussed and the results obtained from the calculations have been compared with the laboratory results. The comparison of the results shows that the obtained results have a good agreement with the laboratory results. The error percentage of the laboratory calculations with the ab intio results is about 0. 0034.

The covid-19 pandemic forced education to make changes in teaching methods. Schools in the countries affected by the corona virus replaced the virtual and online method of face-to-face education. Teachers of all subjects, including chemistry teachers, were also forced to change their teaching methods. This research examines the performance of chemistry teachers and their teaching methods in cyberspace during the covid-19 pandemic. The research method is a targeted survey. The research tool was a researcher-made questionnaire containing 10 open-ended questions, and 55 chemistry teachers from the four districts of Shiraz answered the questions. The results of the research showed that chemistry teachers have tried to use various educational platforms in virtual space in teaching. In addition, most of them have faced problems in performing laboratory activities and have not been able to do anything. Some teachers have used multimedia instead of real laboratory activities. But multimedia usually does not enhance students' laboratory skills. Other results of the research showed that since the end of the corona epidemic cannot be predicted. The challenges in teaching have been turned into opportunities, and innovative ways have been proposed for the optimal teaching of chemistry online during the Corona era and post-corona.

Scientific activities and detailed teaching of chemistry are associated with the mastery of chemicals. Chemicals have many useful and harmful uses that cannot be ignored. Acquaintance with all characteristics and behaviors of chemicals in different situations increases skill and awareness of how to deal with dangerous and harmful substances. Materials that may have an educational meaning in one place and a harmful meaning in another. One of the stages and periods is familiarization with chemicals during secondary education, especially the second secondary in chemistry courses. Unfortunately, due to the large volume of introduced materials, it is not possible to deal with all the behaviors of these materials during the secondary education period, and many thinkers postpone post-graduate education to the higher education period, while a very small percentage of people apply for higher education, and one of the requirements The education of the country is the familiarization of people with lower education in recognizing and recognizing the properties and characteristics along with the behavior of chemical substances in different situations. In the upcoming research, we are trying (to the extent possible) to introduce dangerous and harmful chemical compounds and elements. In the process of the work, it has been tried as much as possible that the compounds and elements under investigation are the compounds used in chemistry textbooks. We tried to reveal their different aspects by reviewing and emphasizing all aspects of elements and combinations.

This research has been done in line with step-by-step educational design by integrating active teaching methods in the virtual platform in order to teach the difference between temperature and heat topics in high schools. For this purpose, two online classes were conducted,The first teaching was done in Kurdistan province, Mochesh region, Nisa Mochesh high school, 25 students of the 11th grade of experimental sciences by combining the teaching methods of scientific demonstration and explanation. The second teaching, after making changes, was taught in Gilan province, Astara, Hazrat Zahra high school, 25 students of the 11th grade of experimental sciences with demonstration, explanatory, interactive and experiment teaching methods. By examining the students' feedback in the study groups, we found that the use of active teaching methods strengthens the ability to carefully observe and reflect on the daily happenings around the students. And it helps them to better understand the relationship between chemistry and their lives

In the present study the understanding of chemsistry teacher students of chemistry education department of Farhangian University about some concepts of thermodynamics and chemical kinetics has been studied and their misconceptions extracted. The statistical population of the research is student teachers of chemistry education and the method of data collection is a researcher-made questionnaire containing several questions about the desired concepts. After confirming the validity of the questionnaire, the test was held in normal class conditions and without prior notice to the students. The results of the study showed that some students of this university have difficulty in understanding these concepts and have misunderstandings similar to those reported in literature for secondary school students. It was found that the use of thermodynamic reasoning to solve kinetic problems, the inability to use one's knowledge to solve certain problems, and the role of textbooks are causes of misunderstandings among student teachers. The results showed that there should be enough vigilance about the possible misinterpretations of student teachers to reduce the possibility of misunderstanding. Introducing definitions along with showing applications on specific problems and discussing common misunderstandings is the suggestion of the current research to prevent students' misconceptions.