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.

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.

The polite listener In England stares at the speaker attentively and blinks his eyes occasionally as a sign of interest. That eye-blink says nothing to Americans, who expect the listener to nod or to murmur something such as "mm - hmm”. And in some parts of  Far East, it is impolite to look at the other person at all during conversation.It is often argued that, in teaching foreign languages, culture and language are interwoven in a way that it is not possible to present language without its culture. However, until a new method of teaching language, called communicative approach, which is sociolinguistically oriented, had not come into existence, this belief was not used to be observed in textbooks and language classes. This method intends to create situations in the classroom in which foreign language can be used as naturally and authentically as the native speakers of target language use it for communicative purposes.The problem of teaching culture, nevertheless, does not end here. Nowadays, foreign languages are taught with different and varied objectives. Is it necessary for all foreign language learners to get familiar with the culture of foreign language they are supposed to learn? As Schumann (1984) claims, is it true that second language learning is impossible, unless one gives up his/her own native culture and adopts the culture of foreign language community? What are some relevant issues regarding teaching English in Iran? These are actually some basic questions raised in this article. Whereas definite answers are not necessarily provided in this paper, some areas of research related to culture, and teaching foreign language are put forward.

This study is a narrative review study and its purpose to investigate the teaching of organic chemistry by using games. In this article, the findings of researchers in recent years are reviewed to analyze them and make a general conclusion in this area. This article was conducted in English search for keywords of education, games and organic chemistry in scientific databases and new articles were used for this study. The data of the articles were used to write the findings of this article and the research findings include 5 games about teaching different topics in organic chemistry, each of which is briefly described. The results show that it is difficult to understand the topics of chemistry due to their abstraction, but it is possible to make this lesson sweet and enjoyable for students by playing educational games along with teaching. These games also increase collaborative work among students and increase their motivation to learn. In other lessons, educational games should be used so that students can learn the concepts with more interest and motivation.

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.

Entrepreneurship and the creating the spirit of production in the new generation have always been emphasized by the educational systems including Iran’ s. Hence, education (office) as the main pillar of the educational system of the country is required to take the necessary steps in the direction of entrepreneurship training, which as a result will contribute to the country's industry and economy, as well as meet the scientific needs of the industry. The school takes this burden as the connecting point of the community and the educational system. Therefore, creating a productive environment in the classroom and increasing the entrepreneurial spirit in students is one of the tasks of the school and teachers. This research presents a method for teaching basic sciences in which the creativity of students is taken into consideration, so that the method (IBSE) (Inquiry based science education) was performed in the field of air and gases in "Salaam" high school and its results has been analyzed and studied. It was found from this activity that in addition to teaching specialized chemistry concepts, other concepts such as civilization, technology and creativity which help to develop entrepreneurship could be teach using IBSE method.

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.

Chemistry, as one of the branches of basic science, plays an important and fundamental role in the development of technology, industries, and daily lives of human beings. It is crystal clear that in order to acquire the necessary concepts and skills in various fields of chemistry, chemistry education should be carried out both theoretically and practically. There is consensus of opinions in accepting this issue, and almost all chemistry professors and teachers collectively agree on this matter. However, to what extent is the practical teaching of chemistry in high school realized in practice? In this short discussion, a brief look at the necessary mechanisms for teaching chemistry practically at high school level is discussed. From theoretical aspect, various topics such as chemical theories, atomic structure, chemical bonds, balances and chemical reactions, and acid-base concepts are taught. One procedure for successful teaching of chemistry theories at high schools is the use of chemical models, animation, 3D images, simulations of reactions and chemical concepts. Although the mentioned methods can be effective in conveying chemical concepts and easier understanding of chemical principles, they may not be sufficient by themselves. Since practical skills and experience play a very important role in understanding and consolidating theoretical concepts, it is necessary for students to be placed in a real laboratory environment and to do practical projects in addition to various other experiments. In addition to its many benefits in helping learning, taking a test boosts students' self-confidence. For example, students believe that they can synthesize or produce a substance. Moreover, it may motivate them to study and conduct more research regarding chemistry-related businesses.

The laboratory is an essential part of teaching and learning chemistry, but it is challenging to provide it in online courses and programs or distance education. Many studies have been conducted in this field, especially after the outbreak of the Covid19 disease and the need to use alternative methods. it has been shown that alternative laboratory methods can perform equivalent to the experience of a face-to-face laboratory for students. In this study, we examine five laboratory methods (i. e., faceto-face, virtual, remote control, home study lab kits and to a lesser extent self-guided field trip) that may contribute to the quality of practical laboratory activities. Each method has its own strengths and weaknesses and can be used separately or in combination with others. The selection and integration of these methods, which is the result of learning outcomes and other factors, is examined as part of the design process. Finally, laboratory design in the future will definitely include new technologies, but potentially elements such as open educational resources, analytical learning, global design, and citizen science are influential in it.