Abstract:
This research examines and compares the chemistry curriculum in the educational systems of Iran and the United Kingdom. The research method employed is descriptive-analytical and comparative. Science education is one of the significant learning domains in Iran and the United Kingdom, with chemistry being a part of it. The research findings indicate that compulsory science education continues from ages 6 to 18 in Iran and ages 5 to 16 in the United Kingdom. However, students in the UK are encouraged to continue their education until age 18. In the United Kingdom, science is taught as an integrated subject until the end of secondary education (age 16), while in Iran, it is taught until the end of lower secondary education (age 15). Chemistry is taught as a separate subject in upper secondary education in Iran and at the upper secondary level in the United Kingdom. Unlike Iran, where specific scientific content is mandated, the UK curriculum focuses on main concepts and principles without mandating specific educational materials, textbooks, or resources, providing teachers with the freedom to organize their teaching as it seems appropriate. The research results show that the chemistry concepts in the Iranian curricula and the United Kingdom have many similarities; however, the Iranian curricula include more extensive chemistry concepts and more complex numerical calculations compared to the United Kingdom. The UK chemistry curriculum is designed to meet the needs of students as informed citizens.
Machine summary:
The chemistry topics related to the 2004 revision for students in Stage 4 are (Tables 7 and 8): - Chemical changes occur through the rearrangement of atoms in substances - Patterns exist in chemical reactions between substances - New materials are made from natural resources through chemical reactions - The properties of a substance determine its applications Table 7- Scientific investigation content: "How science works" section in the National Curriculum Key Stage 4 in England, 2006 Topic What should be taught to students Data, evidence, theories and explanations, • How to collect and analyze scientific data • How to interpret data using creative thinking • How to develop scientific models and ideas using theories Practical skills and • Planning to test a scientific idea, answer a scientific question, or solve a scientific research problem • Collecting data from primary or secondary sources, including using ICT tools • Observing safety precautions and being accurate when collecting primary data • Evaluating data collection methods and paying attention to their validity and reliability 1 Brennan 2 Wilson, Wade & Evans 3 Information in Table 4 is available from the following site: https://dera.
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