Department of Science, Farhangian University, Tabriz, Iran
Abstract
Learning theories determine the most appropriate strategies, tools, and methods for different learning situations. The attention and use of each depends on the teacher and his or her attitudes, learning conditions, learner characteristics, and educational goals. In this article, while reviewing these theories, by bringing examples of research works, their educational applications in chemistry education are discussed. The period of time considered from 2008 until now has been used by applying these theories searching in Persian databases and reviewing articles, books and dissertations related to chemistry education. The results of this study showed that each of these theories emphasizes a specific type of learning and one of the important applications of these theories in chemistry education is to teach concepts and process skills using games and computer simulators (behaviorism approach), use of pre-organizer and concept map (cognitive approach), use of social learning (metacognitive approach) and use of inclusive learning methods, problem-based education and pointed to situational learning (constructivist approach). It is recommended that chemistry instructors be fully acquainted with this set of theories and use a specific approach based on the situation and content of the training, followed by appropriate strategies. In general, behavioralism is suitable for teaching goals in the field of psychomotor and cognitiveism and metacognition and constructivism is suitable for teaching goals in the field of cognitive and metacognitive.
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