Background: Frequent changes in educational content and the existence of some abstract concepts in the chemistry lesson on the other hand have created many misunderstandings for students. Therefore, this research aims to investigate the necessity of paying attention to the role of conducting book experiments in the virtual and in-person chemistry environment in schools as an effective driving factor in the success and understanding of students. Methodology: The present study is classified as applied research in terms of its purpose and as a questionnaire in terms of data collection, and as a quantitative and comparative study in terms of data analysis. The tool of the study is a questionnaire, and on this basis, six conceptual chemistry questions were prepared, and the correct response rate of statistical population of students to the questionnaire was examined. Cronbach's alpha (0.959) obtained indicates a very high reliability of the questionnaire and good internal consistency for the questions. While the questionnaires were completed in one group without any practical and virtual training, for the other group, the concepts in question were taught through a practical experiment and a virtual laboratory with the help of software, and then the questions were answered. Findings: Based on the results from the studied statistical population, school students for whom the experiments were conducted have a deeper understanding of chemistry concepts and a better ability to apply and generalize to similar situations in life, and their level of misunderstanding is lower because the significance level for most of the questionnaire questions is lower than 0.05. Results: This indicates that doing book experiments has a positive effect on better learning and removing misunderstandings. In addition, the virtual performance of tests through related laboratory software leads to a better understanding of course concepts.
Shahdost-Fard, F. , Javanmardi, P. and Shirvani, M. (2025). Comparison between theoretical training and experimental/software-based laboratory training in improving the learning of chemistry concepts and eliminating misunderstandings. Research in Chemistry Education, (), -. doi: 10.48310/chemedu.2025.18104.1300
MLA
Shahdost-Fard, F. , , Javanmardi, P. , and Shirvani, M. . "Comparison between theoretical training and experimental/software-based laboratory training in improving the learning of chemistry concepts and eliminating misunderstandings", Research in Chemistry Education, , , 2025, -. doi: 10.48310/chemedu.2025.18104.1300
HARVARD
Shahdost-Fard, F., Javanmardi, P., Shirvani, M. (2025). 'Comparison between theoretical training and experimental/software-based laboratory training in improving the learning of chemistry concepts and eliminating misunderstandings', Research in Chemistry Education, (), pp. -. doi: 10.48310/chemedu.2025.18104.1300
CHICAGO
F. Shahdost-Fard , P. Javanmardi and M. Shirvani, "Comparison between theoretical training and experimental/software-based laboratory training in improving the learning of chemistry concepts and eliminating misunderstandings," Research in Chemistry Education, (2025): -, doi: 10.48310/chemedu.2025.18104.1300
VANCOUVER
Shahdost-Fard, F., Javanmardi, P., Shirvani, M. Comparison between theoretical training and experimental/software-based laboratory training in improving the learning of chemistry concepts and eliminating misunderstandings. Research in Chemistry Education, 2025; (): -. doi: 10.48310/chemedu.2025.18104.1300
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