I.     Introduction

Chemistry, often considered a central science, plays a crucial role in understanding the world at the molecular level. Despite its significance, many students perceive it as abstract, difficult, and disconnected from real-life applications [1]. This has prompted educators and researchers to explore innovative teaching strategies to enhance student engagement, understanding, and performance in chemistry. Traditional lecture-based instruction, while efficient for content delivery, often fails to

promote deep conceptual understanding and critical thinking [2].

Active learning strategies, such as inquiry-based learning, problem-based learning (PBL), and flipped classrooms, have gained prominence in recent years. These methods encourage student participation, foster collaborative learning, and connect theoretical content to practical applications [3]. Similarly, the integration of technology—like simulations, animations, and virtual labs—has shown to enhance visualization of complex molecular processes and boost student interest [4].

Furthermore, the use of analogies, concept mapping, and formative assessment tools contributes to better cognitive structuring and retention [5]. Studies also suggest that context-based and constructivist approaches align more closely with how students learn and apply knowledge [6]. Differentiated instruction and culturally responsive teaching are increasingly recognized as key to addressing diverse learner needs [7].

This review aims to synthesize research on various evidence-based teaching strategies in chemistry, highlighting their effectiveness and potential for broader application in secondary and post-secondary education.

II.                Teaching strategies

1. Start from learning objectives Activity

 a) Comment on the following lesson objectives. i) At the end of this lesson, you should be able to understand ionic bonding ii) At the end of this lesson, you should be able to accurately state Arrhenius theory. iii) At the end of the lesson, you must know about rate of reaction.

b) How frequently do you tell the objectives of a lesson to your students? Discuss this issue. Learning objectives are important in all aspects of the teaching and learning process. Learning or instructional objectives are concrete statements of the goals towards which instruction is directed (American Association for the Advancement of Science, 1993) Chemistry teachers must also ensure a safe learning environment and follow proper protocols during(Fig. 1).

Fig 1: Flow chart for teaching strategies

2. Use models during teaching Activity

Much of the chemistry lesson can be represented using models, diagrams, pictures, and graphs, as these tools help simplify and visualize abstract scientific concepts. For example, the reaction 2H₂ + O₂ → 2H₂O can be modeled using colored spheres to represent hydrogen and oxygen atoms [8,9] On lab safety, student conduct, and green chemistry [10-12]. On how students learn and brain-based education: Two hydrogen molecules (each with two H atoms) and one oxygen molecule (with two O atoms) combine to form two water molecules, each consisting of two H atoms bonded to one O atom. Such models assist students in visualizing atomic interactions that are otherwise invisible in the classroom setting [13,14] Chemistry is a central science... but often disconnected from real-life applications [15].

A pictorial representation of an acid–base reaction, such as HCl + NaOH → NaCl + H₂O, might show hydrogen ions (H⁺) from the acid combining with hydroxide ions (OH⁻) from the base to form water, with the spectator ions forming salt [16].

Chemistry often deals with phenomena at the atomic and molecular level that are not directly observable [1,17]. To bridge this gap, teachers rely on analogical and conceptual models to make content accessible [5]. These models are not only communicative tools but also serve as cognitive frameworks for explaining scientific and mathematical relationships [18]. However, care must be taken when using models, as inappropriate analogies or oversimplification may result in alternative conceptions or misconceptions among students [19-20].

3. Maps for Learning
Learning maps are visual aids that illustrate the many cognitive processes that students typically use when studying a subject. These abilities consist of:

Defining in context

·         Describing qualities                                              

·         Comparing and contrasting

·         Classification,

·      Part-Whole,

·      Sequencing, 

·       Cause-Effect

3. Employ evaluation and assessment Action
Describe assessment. Evaluation: What is it? How can teachers effectively evaluate student performance? Whatever the structure of the lesson, it is essential for educators to prepare pertinent questions beforehand in order to evaluate students’ comprehension at every one stage of the instruction. This includes an interesting opening query to explore students’ prior knowledge, thought-provoking questions to help direct learning during the lecture, and concluding inquiries to assess what pupils have discovered. The purpose of the initial inquiries is not to elicit correct answers, but to uncover students’ existing ideas and conceptions. For instance, Aalesson on One way to start a discussion regarding intermolecular forces would be to ask how pollutants or Water dissolves other compounds. Such frequently asked questions reveal misconceptions that can be addressed throughout the lesson. During instruction, effective questioning strategies assist pupils in developing their ability to think critically and solve problems, making assessment An ongoing and essential component of the educational process. Students should be able to connect the questions to other learning [21]. Open-ended questions are far more successful than single-answer ones at revealing what students actually comprehend. A thought-provoking question about the students' life or a perplexing disparate incident that challenges preconceptions can start the student engagement process. A lot of chemistry instructors like to start a class with a demonstration or a video clip that challenges students' preconceived notions about the subject. Sometimes all it takes to get students interested in learning is a straightforward demonstration and a thoughtful inquiry. Asking students, for instance, "What are the bubbles made of?" when they pour water from a pitcher into a beaker will get them to reflect more thoroughly about commonplace events. Chemistry students must develop strong problem-solving skills. Problem-solving is an active and sometimes messy process that can be frustrating, but it is ultimately rewarding. Assessment, often misunderstood as merely a test, actually encompasses a wide range of tools designed to inform and improve instruction, enhance both teacher and student understanding of the subject matter, and evaluate student performance [22]. While tests are one form of assessment, relying solely on them is inadequate. Students have diverse strengths—some excel in writing, others in math, speaking, or creative expression. Similarly, some students may experience anxiety during written exams, while others may perform comfortably. Therefore, assessing student learning should involve a variety of tools, paired with thoughtful organizing and monitoring tasks.

First, educators need to consider an essential question: “Do you truly want to understand how well your students are learning?” Those committed to uncovering student understanding will assess and reflect regularly. All forms of evaluation should be welcomed, as effective assessment enables continuous improvement of the classroom environment and learning experience. Even the best instructional programs can benefit from refinement.

Summative assessments, such as quizzes, exams, laboratory reports, and term papers, are conducted at specific intervals to measure cumulative learning. In addition, tools like personal journals can encourage Introspection and assist students track their advancement. Locally developed Tools for assessment—created by teachers or colleagues—are particularly effective for evaluating outcomes specific to a given context. While these tools do not offer broad comparisons beyond the classroom, they are valuable and may require significant time and effort to design effectively.

III.             Discuss the following points

A teacher's voice plays a significant role in shaping student behavior in the classroom. Addressing students by their names helps create a positive and supportive learning environment. Even a teacher’s dressing style can influence student attitudes and actions. Research indicates that pupils tend to Find out more  effectively from educators who possess specific personal and professional characteristics. While there is considerable variation in teacher effectiveness, differences in formal qualifications alone account for only a small part of this variation. However, highly effective teachers go beyond content knowledge—they understand how to arrange and deliver teachings in ways that support learning for a diverse student population. In other words, truly qualified teachers do more than just follow well-designed, standards-based lessons—they adapt their teaching to meet the needs of all learners. They know how and why their students learn. Most people would agree that good teachers are caring, supportive, concerned about the welfare of students, knowledgeable about their subject matter, able to get along with parents and Sincere enthusiasm for the work they accomplish. Students can learn from effective teachers. Students are more likely to pay attention to a teacher who demonstrates their enthusiasm for the material by gestures, facial expressions, voice intonation, and overall body language than to one who does not. This holds true regardless of whether educators were aware of these tendencies in themselves. There is a clear correlation between student success and teacher passion. Effective teachers are passionate, kind, and humorous.

1.                   Positivity
According to [23], teachers who provide meaningful verbal praise are able to engage pupils in the learning process and maintain their interest. According to Cruickshank, Jenkins, and Metcalf (2003)[24], excellent instructors are typically upbeat people who have faith in both their own capacity to assist students in achieving their goals and in their achievement. As everyone is aware, some people tend to view the world negatively, while others typically see the bright side. Catching pupils doing something correctly is more crucial than catching them doing something incorrectly. The effects on children can linger for years, and good teachers learn how to remind themselves to do this. Our pupils frequently remember

 Catching pupils doing something correctly is more crucial than catching them doing something incorrectly. The effects on children can linger for years, and good teachers learn how to remind themselves to do this. Our pupils frequently cite the confidence and guidance that frequently led to their lives, as well as the acknowledgment and appreciation they received from their professors when they were younger.

2.       Having the courage to own up to mistakes

We all value others' readiness to own up to their faults, and students also remember this for a long time. Teachers make mistakes, just like everyone else. Regretfully, some educators attempt to ignore or rapidly cover up these errors because they believe they could compromise their authority in the classroom. It's clear that students hold various views. They are well aware that mistakes are made by teachers, particularly when those mistakes negatively impact them. Teachers who own up to their mistakes and provide an apology when they have an impact on their students set a great example for their students and are a terrific way to become recognized as a favourite instructor.

3.       Forgiving

Most of us have a bad habit of labeling others, and those labels can sometimes stick for as long as we know the person. They become lifers‖ for us, and our interactions with these Students are constantly influenced by our expectations. Personality clashes between teachers and pupils are common, as everyone involved in education is aware. It is frequently attributed to poor chemistry. Whatever the reason, it can have a terrible impact on the child involved, leading to a year of dissatisfaction and academic failure. Although our students had many memories of teachers who had a personal grudge, their descriptions of their favourite professors showed that they were willing to overlook misconduct and had a daily routine of beginning over.

4.                   Showing respect
Every teacher wants their students to respect them. After talking with our pupils, we discovered that the people who treat their children with respect receive the most respect. Favorited teachers were recalled for communicating to pupils individually after misbehaviour or when they required clarification, rather than publicly reprimanding them, and for keeping grades on papers private. Pupils recalled their favourite teachers as being sensitive to their feelings and constantly steering clear of awkward situations. Students clearly value such behavior, and those in our classrooms say that they return the favor by showing the teacher respect and affection.

5.                   Kindness
Children should be able to learn and grow in a secure emotional environment at school. There is a great deal of cruelty and damaged sentiments in the reality of most classrooms, and really in any group of children. While it is impossible to eradicate all instances of insensitive, callous, or intentionally malevolent behavior, a compassionate educator can significantly reduce their occurrence. Over the years, students have shared countless tales of how a favorite teacher's empathy and sensitivity had a significant and long-lasting impact on them. According to Cruickshank, Jenkins, and Metcalf (2003), good teachers assist students achieve their requirements for success and belonging by providing them with various forms of support. These educators were renowned for observing when kids

. Over the years, students have shared countless tales of how a favorite teacher's empathy and sensitivity had a significant and long-lasting impact on them. According to Cruickshank, Jenkins, and Metcalf (2003), good teachers assist students achieve their requirements for success and belonging by providing them with various forms of support. These educators were renowned for identifying instances in which kids were excluded from playground activities and acting to stop them. Such simple actions eliminated the embarrassment that many children have to face every day. And from our students recollections, it was clear that such wise behavior was remembered vividly years later.

A.                 Participate in Extracurricular Activities

Chemistry teachers seek out opportunities for their students to connect classroom learning to the world around them. By extending the focus of chemistry beyond the classroom, teachers will be positioned to provide students with enriching activities designed to ignite the interest and imagination of the participants. The Chemistry Olympiad competition brings together the world‘s most talented high school students to test their knowledge and skills in chemistry. Project SEED is a summer research program for economically disadvantaged students. Also, teachers may consider encouraging his/her students to apply to one of the many summer programs that provide students with academic enrichment and real-world experience in higher institution chemistry laboratories.

Keeping it real

 For many students, set subjects such as calculus, physics or even literature have little connection to their lives. Yet the same subjects they find so boring are a source of great passion for many thinkers the world over. One of the most valuable lessons tutors can share with their students is a passion for learning. Perform a chemistry experiment that will make learning about molecular structure a source of fascination, share your passion for an interesting historical figure like Caligula or Augustus, read them a poem by Whitman or Blake – the kind of poems that speak straight to the heart yet use a language we all understand.

Fig 2. Difference in awareness and knowledge

Introducing humour into the tutoring session

Studies have shown that the use of humour can have highly positive effects on students, greatly increasing their level of engagement and interest. Encourage student to bring comics, funny quotes or jokes to class and dedicate a few minutes to having a good laugh.

1.       Analysing sources of information

Part of critical thinking is analysing the sources of information you are consulting in order to come to one conclusion or another. Tutors should be encouraged to conduct research into the backgrounds of people who have contributed in a significant way to the subject being studied (historiographers, philosophers, scientists, authors, etc.) to increase the student’s chances of making an emotional or intellectual connection with these people.

2.       Encouraging students to create

One of the easiest way to engage students in a subject is to encourage them to create website or blog covering the themes covered in tutorial sessions. Being responsible for a blog involves constantly updating one’s knowledge publishing new findings and even being prepared to receive comments from readers. It is also a great way to connect with other students or intellectuals in one’s chosen field.

3.       Requesting feedback

 The consequences of your chosen tutoring strategies are likely to be far-reaching so make sure that you request feedback from your student regularly. You may have a preferred strategy that does not work particularly well with a student because of their preferred learning style or because of an issue of time. The ultimate aim is to make the most of your student’s limited time and resources, so their own views on the structure and content of your class should always be of primary importance.

4.       Collaborative Learning

Collaborative learning "is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together" [25]. Cooperative learning, a form of collaborative learning, is an instructional technique in which students work in groups to achieve a common goal, to which they each contribute in individually accountable ways [26]. 

B.      Asking Questions

Whether in lecture, discussion sections, laboratories, or individual encounters, questioning is an important part of guiding students' learning. When students ask questions, they are often seeking to shortcut the learning process by getting the right answer from an authority figure. However, it is the processes of arriving at an answer and assessing the validity of an answer that are usually more important, particularly if the student can apply these processes to the next question. Both of these processes are obscured if the teacher simply gives the requested answer. Often, the Socratic method-meeting a student's question with another (perhaps leading) question-forces students (while often frustrating them) to offer possible answers, supporting reasons, and assessments. In fact, posing questions can be an effective teaching technique.

IV.             Research Methodologies

This study employs a qualitative research design. Three Chemistry Education trainee teachers who were undergoing their teaching practice were approached to request their voluntary involvement as research participants. Apart from occasional classroom observations and semi-structured interviews, other means of data collection is via document analysis. Specifically, two documents were analyzed: reflective journals and record books. While observation and analysis of record book are used to detect the most preferred teaching techniques by trainees (focusing on planned and carried out lessons), data from the record book helps in understanding the development of the inquiry based science education focusing on student’s responses and behavior in the classroom. All research participants were requested to use four inquiry-based teaching methods, namely demonstration, experiment, project work, stimulation and field study. Meanwhile, the interview serves to investigate reasons behind the novice’s teacher pedagogical preferences

V.     CONCLUSION

The first step is teacher preparation of video, model or diagram for the purpose of simulation. Second, the teacher will start the simulation followed by explanation of concept or process. The next step involves students’ development of knowledge and evidence of curiosity based on the conducted simulation. Students are then expected to ask questions and to seek clarifications if misconceptions exist. At this point, the teachers must also pose question to the students as means of assessing students’ knowledge derived from the simulation. Going over the lessons and explaining what the pupils have learned from the simulation exercise is the last step. Because of its unique language, chemistry is the foundation of all scientific subjects. However, we must always look for methods that ensure the aforementioned factors are adequately taken into consideration in order to make chemistry simple, enjoyable to study, significant, and useful. Among the key tactics used to make chemistry effective are the methods of education and the use of suitable teaching resources.