A comparative study between two models for teaching the chemical equation in the achievement of the second intermediate grade students

Abstract

When examining the objectives of teaching chemistry in the intermediate stage, especially in the field of chemical equation, we find a phrase with great meaning and significance that includes the meanings of philosophy in teaching. It was summarized as follows: , p. 89) However, the reality of teaching, according to what is common in our schools, is far from achieving these contents, as memorization is no substitute for understanding, and there are no scientific thinking skills in inferring the products of chemical reactions, and the absence of two questions confirmed by modern methods of teaching are why and how did the interaction occur? The truth is that there is no need for these two questions as long as teachers are accustomed to giving the names of each of the reactants and products in the Arabic language when teaching students or when evaluating their learning of chemical equations. A number of them, and perhaps one of the most prominent justifications for such an approach lies in the complex nature of this subject, especially for those who are beginners in the study of this term, and the lack of a pattern or teaching method that depends on achieving understanding and inference on the products of chemical reactions, and that any attempt by researchers may face a flood Among the accusations, the most prominent of which is that any detail in this field exceeds the mental abilities of students, at this stage of study, and this is also evident at the global level. Inferring the products or how the reaction takes place. For example, (Shermen 1980) discussed in her study how to learn and write the chemical formulas of compounds.