Designing context-based educational content for Le Châtelier’s principle and factors affecting chemical equilibria for chemistry teachers

Document Type : Original research

Authors

1 Department of Chemistry, Faculty of Science, Shahid Rajaee Teacher Training University, Tehran, Iran

2 Master of Science in Chemistry Education, Department of Chemistry, Faculty of Science, Shahid Rajaee Teacher Training University, Tehran, Iran

Abstract

In this research, scientific content was designed to address Le Châtelier’s principle and factors affecting chemical equilibrium based on the context-oriented approach. The audience of this content is chemistry teachers all over the country. The type of this research is applied-descriptive. In the first stage, articles, scientific books, and reliable scientific sites related to teaching Le Châtelier’s principle and chemical equilibriums were studied. The result of the initial study was the collection of the required prerequisites and the classification of the collected materials. The lack of current content in textbooks, existing misunderstandings in education, and the cause of these misunderstandings and misconceptions were investigated. Then, suitable titles for content design containing multiple activities were determined. Afterthought, the goal-content table was designed and finalized after evaluation by experienced and expert professors and teachers. Finally, the content was designed, reviewed, and evaluated by expert chemistry professors, and necessary revisions were made according to their opinions. The evaluator experts approved the designed context-based content for the mentioned topic. Considering the impact of the context-based approach in deepening learning, the teaching and application of this method is recommended for teachers and student teachers. Considering the context-based approach in teaching textbooks, including science education, researchers should pay attention to the impact of this approach in teaching and learning these subjects.

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