This study aimed to investigate the effects of making Science, Technology, Society and En-vironment relations on students’ comprehen-sion of chemistry topics through teaching che-mistry using STSE approach at secondary level. The study made use of the research model where pre and post tests were administered to control and treatment groups. The Chemistry Achievement Test (CAT) was used in the study. The sampling consisted of Grade 9 students studying at Anatolian High School and Voca-tional High School. Since the sampling had not been equated, in order to determine students’ logical and spatial thinking skills, they were administered Logical Thinking Skill Test and Mental Rotation test as pretests. Students were chosen randomly to take part in two control and two treatment groups. This experimental study was applied to the treatment group in teaching of “Separation of Mixtures” topic in Grade 9 Chemistry course during a four-week period. Students in the control group were taught through the traditional teaching methods. The data obtained were analyzed through the SPSS Software. As a result of the study, statistically significant increases were observed in the achievement levels of treatment group which received instruction using STSE relations. The change observed in the achievement levels of the control group was not statistically signifi-cant. The difference between the achievement levels of control and treatment groups in the posttests were favoring the treatment groups

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The purposes of this study are to develop a computer-assisted instructional material, which involves animations, virtual lab and educational computer applications, based on 7E learning model towards the methods of Mohr and Volhard in the unit “precipitation titrations” delivered in some quantification chemistry courses and to identify the effects of this material on student achievement. The study employs the design of quasi-experimental with control and experiment groups to which pre- and post-test were administered. The participants of the study includes 89 vocational high school students. The data were collected through the administration of the test which was used as both pre- and post-test. The Cronbach alpha coefficient of the achievement test was found to be 0.756. The findings obtained were analysed through t-tests. The findings indicate that post-test scores of experiment group and control group on the achievement test were statistically significant different. This difference indicates that the software has positive effects on student achievement. Key words: chemistry education, 7E learning model, animation, precipitation titrations, virtual lab, educational computer games.

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