Document Type : Original research
Authors
1
Department of Chemistry Education, Ferdows Education, South Khorasan, Iran
2
Department of Chemistry Education, Farhangian University, PO Box 889-14665, Tehran, Iran
Abstract
Teaching and learning chemistry face challenges due to the abstract nature of many of its concepts, such as atomic structure and chemical bonds, leading to lack of motivation and misconceptions. Therefore, the need to use new and creative methods in chemistry education is felt. The aim of this study is to examine the effectiveness of teaching subatomic structures in eighth-grade science classes using a combination of technology, educational games, and interactive and participatory methods in first period of high school science education. This research was conducted using action research methods with an observational and reflective approach. The statistical population consisted of three first period of high school students who were selected based on their needs, willingness, and ability to attend after-school sessions. Initially, a pre-test consisting of various questions was held to assess the students' initial knowledge level. Then, a new teaching strategy was designed and implemented, which included the use of animations, educational films, 2D and 3D media such as drawing, as well as educational software and games, simulations, and group and participatory learning methods. These activities included gathering information on subatomic particles (protons, neutrons, and electrons), using the PhET simulation site, and completing information cards on various elements in a group and participatory manner. After the re-teaching, a post-test was held to evaluate the students' learning and the effectiveness of the teaching strategies used. The results showed that interactive and group methods, the use of media technologies, simulations, and educational games significantly improved scores, increased motivation, addressed misconceptions, and led to a deeper understanding of scientific concepts. Therefore, it is recommended that teachers and educational planners pay more attention to these methods and incorporate them into their teaching processes.
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