Research in Chemistry Education
Year:2019 | Volume:1 | Issue:2 |Papers Count:7

Nano-chemistry has been recognized as a new scientific field in 21th century. It is multidisciplinary and is closely connected with chemistry, physics, medicine, energy etc. and it is developing rapidly. Using nanotechnology and nano-science, it is possible to design and manipulate optical, magnetic, electrical, chemical and etc. properties of materials. Therefore, it is necessary to update the science presented in schools and incorporate nano-science and technology in a coherent way so that future generations and workforce can make responsible scientific decisions. Among the advantages of nano-science to other sciences is enabling students to better understand the relation between the sciences. The best education results are rarely achieved without strong teacher motivation, active education and optimized learning methods. This article emphasizes the necessity of teaching the concept of nano-chemistry and its understanding. Designing a proper strategy and innovation in research will lead to better learning, participation and self-confidence from students.

The purpose of this study was to investigate the effect of technology-based teaching in chemistry on the achievement and academic motivation of 10th grade students in the academic year 2015-2016. The use of information and communication technology should find its place in the educational system and be included as an important principle in educational planning and school curriculum planning. This study was done by using quasi-experimental with pre-test and post-test design. The statistical population is comprised of tenth grade students in Yazd city. Sample size consisted of 42 subjects divided into two groups of 21 (one experimental and one control group). Experimental group trained with active technology and control group trained with traditional method. Students' academic achievement was measured through teacher-made, pre-test, and post-test tests. The validity of the tests was confirmed by experts and its reliability was estimated to be 0. 86 using Cronbach's alpha. Data were analyzed using inferential statistics of covariance analysis test. The results showed that the effect of chemistry education by using active technological method on students' academic achievement is more than traditional methods.

Phase equilibrium systems are important topics in physical chemistry. As the practical training of phases contributes to a deeper understanding of this part of science, planning an agenda with a green chemistry approach and attention to human health is essential. In this study, a simple solid-liquid phase equilibrium system, palmitic acid-oleic acid, replaced the naphthalene-benzene or naphthalene-toluene system. This system not only can this system meet the educational goals of this department, but it also has the capability to recycle consumables and use waste as raw materials in other training laboratories. It is also affordable for an undergraduate training lab. From this simple experiment, the melting point of palmitic acid was 64° C and the melting enthalpy of this material was 40. 69 kJ / mol. Compared to the actual values, due to the simple tools and the purity of the material used, it has an acceptable error percentage. It is noteworthy that the same uncertainty also is observed in the results of naphthalene-toluene system.

The term of green chemistry or sustainable chemistry is related to the design of products and processes that can be observed in the twelve principles of green chemistry. In this regard, attending to the green heat sources used for the reactions and how to choose the green reaction with considering economic dimension of the atom is under the discussion in green chemistry. Therefore, in this paper, with the simple calculations for students, this opportunity can be created. In order to select the energy sources and type of reactions, more accurate in the laboratory, and due to the criteria of green chemistry, from the energy sources like microwave, hot plate and flame, the microwave is more suitable for performing the reaction, and they will observe the hot plate and flame in the next position and on the other way they will attend to the economic issues in performing reactions with producing and using materials with less toxicity.

The purpose of this study is to compare the curriculum of chemistry education with former chemistry education and undergraduate chemistry curriculums. The research is a comparative survey based on the Brady pattern. According to this model, the information required for the three disciplines was first collected, interpreted, categorized, and then the similarities and differences were analyzed. The results revealed that the goals and contents of the chemistry education curriculum have similarities and differences with the other two programs mentioned above. Innovative aspects of the chemistry education curriculum include the addition of Pedagogical-Content Knowledge courses (PCKs) and an increase in the internship units, which are highly effective in shaping student teachers' professional identity and enhancing their teaching skills. On the other hand, the reduction of specialized chemistry units, the reduction of laboratory units, and the increase in the number of public units can be among the challenges of the curriculum of chemistry education which can be effective in reducing the scientific level of future chemistry teachers.

The widespread applications of chemistry and its role in human societies have led to its effective teaching in schools and universities. This study seeks to find a more effective model for students to better understand concepts and principles from existing educational approaches and considering the importance of thinking in the teaching and learning process from two thought-based approaches namely cognition (Gagne and Briggs pattern) and Constructivism (5E pattern) has been used and its effectiveness on learning the principles and concepts of the elements of classification of elements contained in the 9th year Experimental Science book has been compared. This research is a quasi-experimental study. Sixty ninth grade students were selected from among the public girls' schools of education in Mallard, using multistage cluster sampling method. Data gathering tool was a researcher-made test whose validity was confirmed by experts in the field and its reliability was measured by SPSS22 software and Cronbach's alpha coefficient was obtained at 0. 78. In this study, descriptive and inferential statistics were used to obtain the results and they found that the 5E-based instructional design was more effective in learning learners' principles than the Gagne and Briggs pattern.