Document Type : Original research
Authors
1
Electrochemical Sensors Research Laboratory, Department of Chemistry, Faculty of Science, Shahid Rajaee Teacher Training University, Lavizan, P.O. Box 1678815811, Tehran, Iran.
2
Department of Chemistry, Faculty of Science, Shahid Rajaee Teacher Training University, Lavizan,
Abstract
Understanding the behavior and properties of gases is essential in chemistry education. It not only provides a solid foundation for comprehending various chemical reactions and phenomena but also helps students connect theoretical concepts with real-world applications. This research presents a practical-descriptive approach for designing educational content on gas behavior. In the present study, an integrated approach based on modern educational methods that activate the students in the learning process was used. Drawing from real-life experiences, the method integrates inquiry-based learning with STEM principles. The primary audience includes high school students and chemistry teachers, who will benefit from the enhanced understanding fostered by this STEM-focused approach. To design the content, various resources such as articles, educational magazines, scientific books, and reputable websites related to gas laws were studied. After organizing the collected materials, common misconceptions and their underlying causes in existing educational resources were identified. Building on this foundation, interactive sections on four major gas laws—Boyle's, Charles', Amonton's, and Avogadro's— were designed using experiments rooted in everyday life. Experienced chemistry professors and teachers reviewed, evaluated, and revised the content, ultimately granting their approval. In light of the positive effects of inquiry-based and STEM-focused learning on science education, particularly in chemistry, we recommend applying this methodology to create content for other significant chemistry concepts.
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