Active learning applications in the history of chemistry: Pre-service chemistry teachers’ level of knowledge and views

Using the history of science in science education has been discussed for many years. Many researchers have expressed the contributions of the use of historic elements in teaching and learning in the following way:

Students can learn about the nature of science.
Students’ critical thinking can be developed.
Parallels can be drawn between students’ knowledge about subject matter and knowledge about the historical development of the subject matter.
Teachers can address practical problems of instruction such as the organization of course content
Rich and varied learning opportunities can be presented based on daily-life experience, historical and scientific problems.
Relating historical stories can increase students’ motivation.
Students’ pre-conceptions can be affected as a result of dealing with historical controversies.
Students can identify themselves with historical researchers (Herron, 1975; Janes, 2004; Jansen, 1995; Justi & Gilbert, 1999; Kubli, 2005; Matuschek & Jansen, 1985; McKinney & Michalovic, 2004; Scheffel et al., 2009).

In this context, using historic elements in chemistry education have made important contributions to both chemistry teachers and students. One of the important contributions of the history of chemistry is that it provides explanatory clues about the processes involving the evolution of chemical concepts and helps learners to understand general problems and their solutions (Quilez, 2004). Thus, Sanchez and Martin (2003) have stated that teachers may benefit from the history of chemistry to make a meta-disciplinary analysis of didactic topics.

At the same time, many researchers have stated that the history of chemistry can help chemistry teachers to develop strategies that promote students’ understanding in chemistry and that it can also help students link newly learned concepts to their prior knowledge and historical knowledge (Wandersee, 1992; Wandersee & Griffard, 2002). Wandersee and Griffard, (2002) expressed their view that the main aim of chemistry education is to assist learners to construct a meaningful and mindful understanding of matter and changes in matter, learn how the basic ideas in chemistry emerged and were constructed over time in an effort to help learners understand chemistry. In another study, Jensen (2011) explained the history of chemistry to allow chemistry teachers to explain the nature of the scientific method through a recounting of a significant event or past revolution in chemical thought. According to Matuschek and Jansen (1985), the history of chemistry can help students learn about chemistry as a part of intellectual history and its position in culture. In another study conducted by Niaz and Rodríguez (2001), the researchers stated that various topics in the general chemistry program, at both the high school and freshman university level, can be presented within a history and philosophy of science perspective, and that this perspective can help to facilitate students’ conceptual understanding. Also, Niaz and Rodríguez (2000) reported that most of authors emphasized the importance of history in chemistry beginning in the 1930s, and that these authors also recognized the lack of adequate teaching materials and strategies in this context. Similarly, Wang and Cox-Petersen (2002) explained that most teachers believe that history in science is important, but they often have limited instructional materials and inappropriate training.

In the light of the above-mentioned research, it was seen that the importance of the history of chemistry has been emphasized in many studies, but studies about teaching the history of chemistry are very rare. There have been studies, however, on teaching the history of science (Höttecke, et al., 2012; Özgelen & Öktem, 2013; Şimşek, 2011; Tural, 2012). For this reason, developing new and effective teaching activities related to the history of chemistry is necessary. Thus, Coştu, Ünal and Ayas (2007) stated that it is necessary to develop ways of effective teaching as well as tools and strategies that can be presented to teachers for their use in science classes.

At the same time, learners’ perspectives on and interest in chemistry and its history. Thus, Höttecke, Henke and Riess, (2012) asserted that learners would probably have little interest in activities such as reading texts and listening to lectures. Lin, Hung and Hung (2002) also reported that when learners took part in discussions, presentations, debates, role-play and in hands-on activities related to the activities of earlier scientists’ activities in addition to listening to historical description; they would be more likely to construct their own manner of understanding.

Consequently, this study has focused on the development of active learning applications on the history of chemistry that would be more likely to increase learners’ interest, develop creativity, and promote their understanding.

Active learning is a student-centered learning process that allows students to participate effectively in class (Mulongo, 2013; Prosser & Trigwell, 1999; Şeşen-Acar & Tarhan, 2011). In this process, the roles of students are not passively listening to an instructor’s lecture or taking notes (Fayombo, 2012; Karamustafaoğlu, et al., 2006). Active learning encourages students to take actions in various ways that concern how to learn, use mental abilities, think, and interpret the knowledge by cooperating with other students (Kalem & Fer, 2003). To activate students, a variety of techniques that include simulation, small group discussions, student presentations, games, role-playing, hands-on projects can be used in the learning process (Sivan, et al., 2000). It is in this way that students’ high-order thinking skills, such as analyzing, synthesizing and evaluation, can develop (Allen, 1995; Bonwell & Eison, 1991). Thus, many studies indicate the effectiveness of active learning in students’ learning process (Aydede & Matyar, 2009; Fies, 2005; Kalem & Fer, 2003; Sivan, et al., 1991; Şeşen-Acar & Tarhan, 2011).

In this study, active learning applications in which pre-service chemistry teachers participate effectively were used to teach the history of chemistry. Toward this aim, teaching activities included the oral and poster presentations of the pre-service teachers, assessments, preparing the time line, and the discussions that were developed by researchers.

Although all pre-service science/ chemistry teacher training programs do not include the “History of Chemistry” as a major subject, most of the programs do include the subject of “The Nature of Science and the History of Science.” These two subjects are intimately related, and hence it is thought that this study will help to redesign and renew the teaching of the subjects of “The History of Chemistry”/ “The Nature of Science and the History of Science.” In this context, the current study is important, since it should make a contribution to the pre-service professional development of the science/chemistry teacher.

Additionally, this study may be seen as an example study since it will provide useful information for chemistry teachers and chemistry educators. The study will inform chemistry teachers about the importance of the history of chemistry, and help chemistry teachers to see how active learning activities can be used effectively in teaching “The History of Chemistry” in chemistry classes.