Many efforts have been made in the country so that the stereotypes and traditional teaching methods were replaced by new and innovative approaches based on individual and social needs of the students. These approaches will nature the students to become creative and knowledge producer and will provide new openings in the field of technology and science. Changes in the educational system and students’ textbooks have also been made in this regard. However, despite all the efforts and the heavy costs that the department of education has been incurred, we are still witnessing traditional and teacher-centered in teaching science. The causes of the traditional teaching persistence methods can be pursued within the following factors. The effect of the educational system program and its structuring in the teaching process: the construction of the educational system in a society, including attitudes and beliefs, plans and regulations could affect the teacher’s teaching method. Educational system attention or inattention to the needs of students and society, the authenticity of the educational system to the contents and programs rather than a comprehensive development, lack of supervision and healthy control and appropriate and inappropriate evaluations all can affect the teacher’s teaching method. In reviewing the structure of the educational system of each country, there are two completely different systems.
- Lack of teachers’ familiarity with new educational methods: Although teachers are widely recommended to replace traditional and teacher-centered methods with active educational methods, involve students in practical and researching issues and sometimes different ways, such as the use of ICT in education, laboratory methods, project, etc. will be recommended to teachers for teaching, still large numbers of teachers just familiar with the titles of these teaching methods or have very limited information.
- Time mismatching with the active methods of the time can be considered from two angles, the first one is the lack of required time for teaching science through active way, which means the teaching time of active methods is longer than the traditional methods of the past. The second one is the lack of students’ time to work and study. Students need peace and time to carry out activities, projects, group discussions that led to the desired results. Because, certainly doing homework by students, which resulting in high levels of learning in the cognitive domain, has required more time.
- The lack of facilities in rural and underserved areas: a good teacher can be effective in limited circumstances. But there is no doubt that space and appropriate educational facilities and selection of teachers’ teaching method are very effective. Diversity of students, lack of enough tables and chairs, no libraries, laboratories, computer sites and…Can affect the teacher’s teaching methods.
- Lack of coordination and controlling of external factors: In addition to the above problems, many effective external factors influence on the style and performance of teachers, some of which include: Failure to control and monitor in scientific publications and out-of-school educational institutions: Although several efforts have been done to provide questions and very interesting and varied activities in textbooks, but the lack of proper oversight in some of the high-circulation publications are published.
- Lack of parents’ awareness: due to the lack of parents’ familiarity with modern teaching methods, the teachers and students both are facing serious problems in using active teaching methods. Educational technology in our country has lesser-known expertise, despite the efforts of educational authorities and some of the teachers who have taken steps in this direction, but it still has difficulties in using this matter. As a result, knowing a large number of teachers of educational technology is already limited in much the same audio-visual equipment and teaching aids.