The purpose of this research is green chemistry education with the design and implementation of green chemistry experiments in stoichiometric subject in high school. The designing experiment was used to compare the green chemistry learning of experimental and control groups with pre-testing and post testing. The school selecting as well as the class selecting and assigning them to experimental and control groups, is random sampling. The method was done in two stages, to begin the practical in education on the basis of green chemistry (Independent variable) experiment was performed by «How glue is made?» experiment. A next step, teaching saponification by means of green chemistry dealing with tendency aspects and stoichiometric topics of the subject is considered as in experiment which covers many of green chemistry objectives by experimental group. Saponification experiment was done for control group without considering green chemistry objects. The data collected through teacher-made tests for cognitive domain of learners and check lists for tendency and painting open drawing in green chemistry for skill domain of learners. In this study, statistic population consist of experimental group (N=30) and control group (N=30) in high school girl students in Jafarabad city. The research has been done through descriptive–evaluative method. The research has been done through descriptive–evaluative method. The results clearly indicated that the principle of 1, 2, 3, 4, 6, 7, 11 and 12 of green chemistry principles were learned by experimental group. Also, teaching on the basis of green chemistry objectives, play important role in educating responsible students discovering talent students, training creativity, encouraging and motivating students to study and research in the field of green chemistry and replacing green method by classical method.

Green chemistry is a branch of chemistry that explains the need to pay attention to the environment and the importance of renewable materials through chemistry at different levels for different ages of school and university students. The teaching of the principles and conditions along with the points and educational requirements of green chemistry should be included in the students' educational units from lower levels with methods such as curriculum, teaching methods, experiments, etc. The positive and effective impact of green chemistry on the environment and its new strategies in advancing environmental goals and sustainable development can greatly help in creating a trend in students and the development of new strategies in the global arena by specialized study in modern science of green chemistry. In the present research, the strategies of entering green chemistry in the academic study program and comparing its goals and characteristics with other developed countries have been investigated. At the end of the article, some suggestions are mentioned to advance green chemistry.

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 purpose of the current research is to design content for teaching electrochemistry concepts with a technological view of batteries for undergraduate chemistry students. In this research, the integration of green chemistry with STEM (Science, Mathematics, Engineering and Technology) approach is used. The current research is of applied-descriptive type. The researcher first collects information and library studies, and then by examining textbooks related to the research topic such as chemistry and various science books, he has examined the prerequisites for designing the desired content of universities. In order to design educational content and teach practical activities in the field of batteries, determine chapters for the content. Then, with the survey of the students, modifications were made in the content. The content was provided to four expert professors for re-review. The integration of green chemistry with the STEM approach and its implementation in the content design of academic books was approved by the professors. After determining the designated chapters, set goals for each topic. Content design was done based on the set goals. The result of this research can be used in designing the content of chemistry books based on an interdisciplinary approach in line with the goals of green chemistry for students.

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.