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

This section describes the results obtained from the open-ended questionnaire and the semi-structured interviews.

Results from the open-ended questionnaire

The students’ responses to the first questions in the open-ended questionnaire are shown in Table 2.

Question 1. Could you give examples of scientists who contributed to chemistry and their contributions?

Table 2. Pre-service chemistry teachers’ responses related to question 1

Scientists and their contributions to chemistry	Pre-test f	Post-test f
Dalton (Atomic Model)	18	22
Bohr (Atomic Model)	14	4
Balmer (Visible Spectral Lines)	10	1
Lewis (Definition of Lewis Acids-Bases)	9	2
Thomson (Atomic Model)	8	1
Faraday (Electrolysis)	6	2
Markovnikov (Addition Reactions)	5	1
Newton (Gravitation)	4	0
Rutherford (Atomic Model)	4	1
Mendeleev (Table of Elements)	4	26
Arrhenius (Definition of Acids-Bases)	3	0
Lavoisier (Conservation of Mass)	2	24
Avogadro (Avogadro Hypothesis)	2	19
Gay-Lussac (the Relationship P-T)	2	23
Millikan (Millikan Oil Drop Experiment)	2	0
Lyman (Ultraviolet Spectrum)	2	0
Gibbs (Gibbs Free Energy)	2	0
Archimedes (Buoyant Force)	1	0
Tesla (Electric Power)	1	0
Paschen (Infrared Spectrum)	1	0
Graham (Graham’s Law of Effusion)	1	1
Charles (Relationshipbetween T-V)	1	1
Rault (Raoult’s Law)	1	0
R.Boyle (Relationship between P- V)	1	5
Ibn Sina (Avicenna) (Minerals, the Formation of Rocks)	0	15
Maria the Jewess (Water-Bath)	0	11
Thales (Theories of Matter)	0	10
Democritus- Leucippus (Definition of Atom)	0	9
Van Helmont (Carbon Dioxide)	0	7
Jabir Ibn Hayyan (Geber) (Synthesis of Nitric Acid, Distillation)	0	7
Cleopatra (Metals)	0	6
Paracelsus (Iatrochemistry)	0	4
Zakariya al-Razi (Classification of Substances, Synthesis of Formic Acid)	0	4
Priestley (Discovery of Oxygen)	0	3
Cavendish (Densities of the Gases, Hydrogen)	0	3
Valentinus (Antimony)	0	2
Becher (Spirit of Fire)	0	2
Agricola(metallurgy)	0	2
Raimundus Lullus (Synthesis of Alcohol)	0	2
Roger Bacon (Modern Scientific Method)	0	1
Stahl (Phlogiston)	0	1

This question was designed to determine the pre-service teachers’ knowledge about scientists and their contributions to chemistry. When Table 2 is analyzed, it can be seen that the pre-service chemistry teachers mostly gave examples of scientists related to atomic structure at the beginning of the study. One of the reasons for this may be that scientists related to atomic structure had been emphasized countless times both throughout secondary school and at the university. Similar results have been reported in various other studies in the literature (Metz et al; 2007; Şimşek; 2011; Özgelen & Öktem, 2013). For example, Dalton (f=18), Bohr (f=14), Thomson (f=8), Rutherford (f=4) and their atomic models were revealed at high frequency at the beginning of the study. Similarly, Millikan-Millikan’s Oil Drop Experiment (f=2), Balmer-visible spectral lines (f=10), Lyman-ultraviolet spectrum (f=2), Paschen-infrared spectrum (f=1), which are related to atomic structure, were identified at pre-test. At post-test, while some of these examples such as Millikan, Lyman, and Paschen were not given, while others such as Dalton, Bohr, Thomson, Rutherford, and Balmer were identified. However, their frequency decreased after the instruction except for Dalton. This result is not surprising since only Dalton and his contribution to chemistry, as mentioned above, scientist had been treated in the introduction to modern Chemistry. From Table 2, it can be understood that frequencies of responses about the definition of Acids-Bases were striking at the beginning of the study. This result was also not surprising because the definition of acids-bases (Lewis, Arrhenius, etc.) was the content of general and analytic chemistry courses. At the same time, these scientists and their definition of acid-bases was discussed in secondary school chemistry. At post-test, only the definition of Lewis Acids- Bases was identified. Table 2 shows that the pre-service teachers’ responses about gas and basic laws in chemistry (such as Lavoisier-conservation of mass (f=2); Avogadro-Avogadro Hypothesis (f=2); Gay-Lussac-the relationship between P-T (f=2); Robert Boyle-relationship P-V (f=1); Graham-Graham’s Law of Effusion (f=1); Charles-Relationship between T-V (f=1) had low frequencies before the instruction. After the instruction, while the frequencies of most had increased (Lavoisier, Avogadro, Gay-Lussac, and Robert Boyle), the frequencies of Graham and Charles did not change. One of the striking changes was revealed in the response about Mendeleev. While at pre-test, only two pre-service teachers’ responses were Mendeleev and the table of elements whereas after the instruction, the frequency of this response actually increased (f=26). The major reason for the increasing responses about Lavoisier, Avogadro, Gay-Lussac, Robert Boyle, and Mendeleev may be that these scientists and their contributions were discussed in detail in the introduction of modern chemistry.

Also, at the beginning of the study, some responses were received about scientists (Faraday-electrolysis (f=6); Markovnikov-Addition reactions (f=5); Gibbs-Gibbs Free Energy (f= 2); and Raoult-Raoult’s Law (f= 1) that were also the subject of many chemistry lessons. After the instruction, the frequencies of these responses decreased, and some such as Gibbs and Raoult were not even identified.

Moreover, the pre-service teachers gave examples of scientists in the field of physics at the beginning of the study. Similarly, some studies in the literature have reported that pre-service teachers have a limited knowledge about scientists, and mostly, that their knowledge were about the most famous scientists (Şimşek, 2011; Özgelen & Öktem, 2013). For example, while the responses of Newton-gravitation (f=4), Archimedes-buoyant force (f=1), Tesla-electric power (f=1) were identified at the beginning of the study, these responses did not appear after the instruction. From this change, it was understood that the pre-service teachers were able to provide responses based on the history of chemistry after the instruction.

One of the important results of the study was that after the instruction, the pre-service teachers were able to provide responses that were not identified at the beginning of the study. Particularly, the responses of Ibn Sina (Avicenna)-minerals, the formation of rocks (f=15), Maria the Jewess–water- bath (f=11), Thales-theories of matter (f=10), Democritus and Leucippus-definition of atom (f=9), Van Helmont-carbon dioxide (f=7), Jabir Ibn Hayyan (Geber)-synthesis of nitric acid, distillation (f=)7, Cleopatra-metals (f=6) showed that the pre-service teachers had more knowledge about scientists in chemistry and their contributions after the instruction as compared to before. Similarly, scientists that had important roles in the development of chemistry, such as Paracelsus- iatrochemistry (f=4), Zakariya Al-Razi-classification of substances, synthesis of formic acid (f=4), Priestley-discovery of oxygen (f=3), Cavendish-densities of the gases, works on hydrogen(f=3), Valentinus-Antimony (f=2), Becher-spirit of fire (f=2), Agricola-metallurgy (f=2), Raimundus Lullus-synthesis of alcohol (f=2), Roger Bacon-modern scientific method (f=1), Stahl-phlogiston (f=1) were revealed after the instruction.

Question 2 Who has the biggest role as a scientist in the scientific development of chemistry? Explain.

Table 3. Pre-service chemistry teachers’ responses related to question 2

Scientist who has the biggest role in the scientific development of chemistry	Pre-test f	Post-test f
Dalton- Atomic Model	6	4
Mendeleev- Periodic Table	4	5
Maria Curie- Radioactivity	2	0
Bohr- Atomic Model	1	1
Einstein-Atom Bomb	1	0
Einstein-Theory of Relativity	1	0
Lavoisier-Conservation of Mass, Combustion	1	12
Robert Boyle –Experimental Chemistry	0	4
Jabir Ibn Hayyan (Geber)-Distillation and Alembic	0	4
Ibn Sina-Scientific Method	0	3
Democritus- Leucippus- Definition of Atom	0	2
Avogadro –The difference between Atoms and Molecules	0	1
Paracelsus- Iatrochemistry	0	1
Van Helmont-Quantitative Methods in Chemical Experiments.	0	1

In question 1, the pre-service teachers were asked to give examples of scientists and their contributions to chemistry. Question 2 was prepared to make Question 1 specific. When Table 3 is examined, it is seen that the pre-service teachers gave limited responses at the beginning of the study. Within these responses, Dalton, Mendeleev and Maria Curie had higher frequencies than the other responses. Similar to Question 1, in this question, the pre-service teachers mostly gave examples of scientists who had been treated in the content of many previous chemistry courses at pre-test. Some of the pre-service teachers’ responses are presented below:

“Mendeleev, since he developed the periodic table. The periodic table is very important for chemistry and chemists.” PT-30 “Dalton. Dalton was the first scientist who stated a model about the atom. For this reason, his model of the atom is very important since it affected the other scientists.” PT-9
“In my opinion, Marie Curie had the biggest role in the development of chemistry since she discovered a radioactive element, and she also defined radioactivity. Today, we know the benefits and damages of radioactivity because of her studies on radioactivity.” PT-2

Furthermore, at the beginning of the study, some of the pre-service teachers stated that Bohr, Einstein, and Faraday had important roles in the scientific development of chemistry. Some examples of these responses are the following:

“Bohr’s contributions in chemistry are very important since he developed the atomic model and his atomic model caused the development of modern atomic theory.” PT- 17
“Nowadays, countries that have the atom bomb are very powerful counties. Einstein made the suggestion to develop the atom bomb.” PT-20
“The theory of relativity developed by Einstein is important in chemistry since this theory is related to atoms.” PT-4

At post-test, it was understood, as seen in Table 3, that the pre-service teachers could give more of a variety of responses and also responses related to the content of the course. The increasing frequencies of responses about Lavoisier were particularly striking. Some of the responses are the following:

“Lavoisier is the most important scientist who had an important role in developing chemistry. He explained combustion, and as a result of this, he opposed the theory of phlogiston.” PT-35
“Lavoisier, father of modern chemistry. His contributions are considered very important in chemistry. For example, he developed the law of conservation of mass.” PT-25

At the same time, the responses about Robert Boyle, Jabir Ibn Hayyan and Ibn Sina were identified after the instruction. Some of these responses are below:

“I think Robert Boyle is very important in chemistry. He attacked the Aristotelian theory of the elements and the tria prima theory, and he doubted these theories. He stated the importance of experimentation.” PT- 30
“Jabir Ibn Hayyan, since he used some scientific techniques such as evaporation, crystallization and distillation and also developed some instruments. For example, alembic is very important for the process of distillation.” PT-16
“Ibn Sina lived in early years. Although alchemists had an important effect in that time, he refuted the alchemists and stated that the process of transmutation was not possible. He led the scientific method in chemistry.” PT-5

In addition to these responses, the pre-service teachers stated that some scientists such as Democritus-Leucippus, Avogadro, Paracelsus and Van Helmont had important roles in the scientific development of chemistry. Some of the pre-service teachers’ responses are presented below:

“In my opinion, Democritus-Leucippus, since they were the first to state the concept of the atom and tried to explain the structure of matter. As a result, these explanation affected the other scientists.” PT-15
“I think Avogadro had a very important role in developing chemistry. Avogadro stated that atoms and molecules were different from each other, and he explained that molecules could be made of two or more atoms.” PT-23
“Van Helmont, since he used balance in his studies, and as a result, quantitative methods in chemical experiments gained importance.” PT-12
“Paracelsus as he developed iatrochemistry. Also he used experiments in that time.” PT-4

Question 3 Could you give examples of periods contributing to chemistry and the contributions to chemistry in these periods?

Table 4. Pre-service chemistry teachers’ responses related to question 3

Periods -Their Contributions to Chemistry	Pre-test f	Post-test f
Prehistoric Period - Mummification	12	14
Prehistoric Period - Cosmetics	11	12
Renaissance Period- Elements	2	2
Prehistoric Period- Discovery of Fire	1	8
Islamic Alchemy Period- Converting Base Metals into Gold	1	13
Middle Ages in Europe-Symbolism	0	14
Alexandrian Period-Converting Base Metals into Gold	0	11
Phlogiston Period-Combustion	0	8
Islamic Alchemy Period-Immortality	0	6
Antique Period- Atom	0	6
Modern Chemistry Period- The law of conservation of mass	0	5
Iatro Period - Drugs	0	4
Modern Chemistry Period- Periodic Table	0	3
Antique Period-Theories of Matter	0	3
Modern Chemistry Period-Gas laws	0	2

This question is aimed at revealing the knowledge of the pre-service teachers’ about the important periods in the history of chemistry and what kind of contributions to chemistry were seen in these periods. From Table 4, it is seen that only three kinds of periods were identified at the beginning of the study and that mostly, the prehistoric period were given in the responses. These results indicate that most of the pre-service teachers accepted that the “discovery of fire,” “cosmetics,” “mummification” were important contributions to the area of chemistry in the prehistoric period. Also, responses regarding the Renaissance and the periods of Islamic alchemy were recorded at pre-test. When the responses identified at post-test were examined, it was seen that eight new responses were revealed in addition to the other responses. Particularly, the response of converting base metals into gold in the Alexandrian and Islamic alchemy periods has a high frequency. At the same time, immortality was connected to the Islamic alchemy period. These results showed that many prospective teachers thought that the alchemy period was an important part of chemistry and that progress had been made in this period. The other high frequency response is the Middle Ages in Europe. One of the distinctive characteristics of this period is the representation of chemical substances and compounds with symbols. Thus, the pre-service teachers could associate the Middle Ages in Europe with symbolism. One of the striking responses about the pre-service teacher’s responses was related to the modern chemistry period. In these responses, the pre-service teachers could explain the developments in modern chemistry period in relation to three different points. These are: “the law of conservation of mass,” “the periodic table,” and “gas laws.” This result is important since it indicates that the pre-service teachers were able to discuss the development in modern chemistry period from different perspectives. Also, the pre-service teachers stated that the phlogiston period and studies on combustion reactions in this period were important developments. Particularly, these pre-service teachers explained that some chemists were able to identify some gases such as oxygen and carbon dioxide after the phlogiston period. One of the striking responses is the antique period. The pre-service teachers stated that the definition of the atom and theories of matter were important developments in this period. Another important response is the Iatro period since the pre-service teachers explained that the quantitative study of chemical reactions and drugs had gained importance in this period.

Question 4 Could you give examples of stories about life/studies of scientists in chemistry?

Table 5. Pre-service chemistry teachers’ responses related to question 4

Stories about Scientists	Pre-test f	Post-test f

Life of Einstein	5	0
Life of Dalton	3	7
Life of Newton	3	0
Life of Marie Curie	2	2
Life of Edison	2	0
Life of Nobel	1	1
Life of Archimedes	1	0
Life of Lavoisier	1	5
Life of Thales	0	7
Life of Cleopatra	0	6
Life of El-Razi	0	5
Life of Maria the Jewess	0	4
Life of R.Boyle	0	2
Life of Paracelsus	0	2
Life of Arnold of Villanova	0	2
Life of Avogadro	0	1
Life of Ibn Sina (Avicenna)	0	1
Life of Valentinus	0	1
Life of Roger Bacon	0	1
Life of Agricola	0	1

Question 4 was prepared to identify which scientists’ lives had an effect on the pre-service teachers. When Table 5 is examined, it can be seen that at the beginning of the study, most of the scientists identified worked in the area of physics and also that they were the most well-known scientists. In addition, these scientists commonly were commonly subjects of books, films and documentaries. Similarly, Özgelen and Öktem (2013) have stated that pre-service teachers usually had knowledge about scientists who have been the subjects of books, films, or soap operas. In this question, the pre-service teachers were impressed with the lives of Einstein, Newton, Edison and Archimedes. Some of these responses are presented below:

“When Newton sat under the tree, the apple fell on his head. He explained gravity as a result of this.” PT-27
“Einstein wrote a letter to the President of the USA. In his letter, he stated his fears about Germany’s developing an atomic bomb. It was after that that the USA developed the first atomic bomb.” PT-5
“Archimedes discovered the buoyancy of liquids in the bath and cried out, Eureka! Eureka!" PT-4
“Edison performed many experiments to invent the light-bulb, but he did not succeed at first. On the other hand, he did not give up experimenting. While he was sitting in his laboratory, he discovered absent-mindedly how he could carbonize the materials, to be used for the filament. Finally, he used carbonized cotton thread filament and succeeded.” PT- 16

Also, it was determined that the stories related to scientists in chemistry in the pre-service teachers’ responses before the instruction were limited and had been influenced by what the chemistry textbooks said about Dalton, Marie Curie, Lavoisier and Nobel. Some of the responses belonging to pre-test are below:

“Lavoisier’s life is very important since he was the father of modern chemistry. He explained the law of conservation of mass. Unfortunately, he was guillotined.” PT-3
“Marie Curie worked with radioactive elements without knowing the harmful effects of radioactive elements on human health. She died as a result of this.” PT-1
“Dalton identified his own color-blindness and this disease was called “Daltonism” after him.” PT-2
“Nobel developed dynamite but several explosions occurred, and as a result of this, his brother died.” PT-15

After the instruction, these pre-service teachers were able to offer scientists’ lives in chemistry in their responses, showing that they could provide responses in the light of the history of chemistry. From Table 4, it is understood that the pre-service teachers could provide more of a variety of stories about scientists’ lives in chemistry in their examples after the instruction. For example,

“El-Razi applied a practical, scientific approach to chemistry. He avoided mysticism, but the people said that he found an “elixir,” and succeeded in converting base metals into gold. At the same time, it was said that he used a golden plate and pot.” PT-35
“Cleopatra’s life is very interesting because she was an intellectual woman since she could speak many foreign languages, and she also wrote a manuscript to explain the gold-making process.” PT- 24
“Maria the Jewess was one of the greatest alchemists. Marie as a woman affected many alchemists with her intents. Marie invented the water- bath (Bath of Maria) which even today is used in chemical laboratories and kitchens.”PT-26
“Paracelsus gave himself this name to indicate that he was greater than Celsus. He rejected Galen and Avicenna, and he threw their books into the fire. He tried to apply chemistry to medicine.” PT-25
“Thales was a philosopher and he was born in Millet in Turkey. He thought everything was made of water. He believed that water was the “primary substance” of all things. He was also interested in astronomy. It was said that he predicted a solar eclipse. This solar eclipse occurred during a battle between the Persians and Lydians. They were affected by this solar eclipse, and finished the battle” PT- 13.
“Agricola studied medicine and lived in a city with mines. His medical duties included visiting the mines. As a result of this, he studied mineralogy and today he is known as “the father of mineralogy.” PT-28
“Although Basilius Valentinus was a Benedictine monk, he made important contributions to chemistry. In particular, he talked about antimony in his book. He was the one to supposedly give it its name.” PT-22
“Arnold of Villanova was one of the most important alchemists. He had some problems about the Church. He threatened some important people with medical theories. The church tolerated him because of his works.” PT- 17
“Bacon was apparently imprisoned or placed under house arrest for his works in alchemy. He divided alchemy into the "speculative" and "practical." He emphasized the importance of experimentation and also defined gunpowder in his book.” PT- 27
“Avicenna’s extraordinary intelligence and memory influenced teachers in early years. He learned many languages and also mastered a wide range of disciplines, including mathematics, physics, geology, chemistry, alchemy, and medicine. He studied minerals and divided minerals into stones, sulphur, salt and fusible substances. His book about medicine is one of the most important books on medicine in Europe.” PT-5
“Robert Boyle’s father was a rich man in Ireland. After college, he travelled to France, Italy and Switzerland for his education in his early years. He wrote a book, The Sceptical Chymist, which was important in chemistry, and in this book, he attacked the Aristotelian theory of the elements, and he also redefined an element as a substance that could not be broken down into component parts.” PT-11.
“Avogadro’s life is very interesting. His father was a lawyer. He too studied law and began to work as a lawyer. On the other hand, he was interested in science. He set forth Avogadro’s Principle. However, this principle was only accepted after almost half a century by other chemists.” PT-8

Question 5 What are the areas of application of chemistry in society and life from the past to the present?

Table 6. Pre-service chemistry teachers’ responses related to question 5

Areas of application of chemistry	Pre-test f	Post-test f
Drugs	24	29
Food	10	14
Petrochemistry	10	2
Cleaning products	9	12
Cosmetics	7	28
Paints	3	11
Defense industry	2	3
Immortality	2	15
Laboratory equipment	1	4
Energy sector	1	1
Ornamentation	1	1
Technology	1	1
Metallurgical industry	0	18
Converting base metals into gold	0	11
Leather industry	0	9
Mummification	0	9
Ceramics-glass	0	8
Industry	0	8
Production of alcohol	0	1

Question 5 was designed to determine the pre-service chemistry teachers’ knowledge about the areas of application of chemistry from the past to the present. When Table 6 is analyzed, it can be seen that the pre-service chemistry teachers ‘responses were mostly related to daily life at pre-test. In addition, all of these responses were also identified at post-test. Within these responses, the frequency of some responses increased, some decreased, and some did not change. For example, frequencies of “drugs,” “food,” “cleaning products,” “cosmetics,” “paints,” “defense industry,” “immortality,” and “laboratory equipment” showed an increase after the instruction compared to before, whereas the frequency of “petrochemistry” decreased. At the same time, it was determined that the frequencies of the “energy sector,” “ornamentation,” and “technology” did not change. At post-test, seven new responses were revealed. These were: “the production of alcohol,” “the leather industry,” “the metallurgical industry,” “ceramics-glass,” “converting base metals into gold,” “mummification,” and “industry.” When these responses are analyzed, it is understood that most were coherent with the content of the history of chemistry. For instance, the areas of mummification, glass and leather were emphasized in prehistoric times. Converting base metals into gold, the production of glass and ceramics were discussed in the context of the period of Islamic and European alchemy. At the same time, the metallurgical process was discussed in relation to both the Renaissance and the period of alchemy. In the light of these results, it can be said that the pre-service chemistry teachers’ knowledge about the areas of application of chemistry had increased at the end of the study.

Results of the semi-structured interview

The pre-service teachers’ responses to the first questions in the semi-structured interviews are shown in Table 7.

Question 1 Did active learning applications in the course on the History and Philosophy of Chemistry-I have any effects on you? If so, please explain.

Table 7. Pre-service teachers’ views about the first interview question and sample views

Categories	f	Sample views

Improving knowledge of retention	22	“We made our presentation, introduced our poster, also prepared our timeline. These steps helped us to structure our knowledge. We learned how we could interpret the subject differently. In other words, these processes caused knowledge retention.” PT-8
Learning how to prepare a poster	9	“We had not prepared a poster before the course. The lessons taught us how we could prepare a poster”. PT-1
Learning entertainingly	7	“If we only made a power-point presentation, only the people who prepared the presentation would know the topic, and the other people would listen to the presentation in the first 5-10 minutes. After that, they would be bored. So the lessons included many activities. For example, while we prepared the timeline, we thought about how we were preparing it differently from the other groups. So we learned entertainingly.” PT-14
Developing peer assessment abilities	4	“Everything was structured in the lessons. After we presented our poster in class, our friends evaluated our poster. Also, you evaluated our poster. As a result, both our abilities to assess ourselves and our friends were developed.” PT- 3
Developing creativity	2	“While we prepared the timeline, we discussed how we can prepare it, what the format should be. This process had an effect on our creativity. In short, our creativity was developed.” PT-15
Developing relationships inside the groups and in class	2	“The lessons consisted of many steps such as presentation, poster preparation, evaluation, and timelines. Preparing the timeline was a very important part of the lesson since it was the application step in the lesson. So, while we prepared the timeline, we developed our relationships inside the group and in class.” PT-17

This question aimed to determine whether or not active learning applications had any effects on the pre-service teachers such as developing skills. From the interview data, it was revealed that all of the pre-service teachers stated that the active learning applications in the history of chemistry course had a positive effect on them. As can be seen from Table 7, the pre-service teachers’ views about this question were grouped in six categories--improving knowledge of retention, learning about the preparation of a poster, learning entertainingly, developing peer assessment abilities, developing creativity, developing relationships inside the groups and in class.” According to these results, it can be said that active learning applications helped pre-service teachers to develop some abilities such as peer assessment, creativity, inter-group relationships and preparing posters.

Question 2 Can you compare the instruction in of the History and Philosophy of Chemistry-I course with instructions in other courses?

Table 8. Pre-service teachers’ views about the second interview question and sample views

Categories	f	Sample views
An Enjoyable Course	20	“When we make only an oral presentation, I get bored. Also, I usually do not listen to the teachers or our friends. But these lessons were different from the other lessons, and enjoyable. For example, we prepared the timeline based on the contents of that lesson. So, I concentrated the lessons and enjoyed it.”PT-33
Including steps such as poster, timeline, and evaluation.	13	“We prepared many oral presentations for many courses. On the other hand, preparing the poster and timeline was the first time for this course. These sequences were very beautiful applications to learn. At the same time, there was an evaluation stage.”PT-2
Active participation.	8	“In other lessons, we sometimes listen to our teachers and take notes. Sometimes, we present our presentations to the class. But we are never active like this. We participated in all the activities actively during the lessons.”PT- 24
Learning without memorization	5	“The most important difference is that we learned without memorizing and we participated in all the activities and enjoyed it. As a result, we learned without having to memorize.” PT- 27
Researching detailed	2	“In other lessons, we usually do not do any research. But the research is necessary for this course since we prepared a poster presentation in addition to an oral presentation. So, we had to research our topics in detail in many resources such as books and journals. It was not easy for me.” PT- 36

The second interview question was asked in order to identify the pre-service teachers’ comparisons of the instruction in the history of chemistry course with instructions in other courses. According to the pre-service teachers’ responses, it appeared that they were satisfied with the active learning applications. Thus, many pre-service teachers stated that they enjoyed these lessons (f=20, in the category of an enjoyable course). From these explanations, it was understood that the pre-service teachers enjoyed the steps in the lessons such as preparing posters and timelines. Particularly, the pre-service teachers mentioned that they sometimes prepared oral presentations for other lessons, but preparing posters, timelines, and evaluations was a first for them (f=13, in the category of including steps such as poster, timeline, and evaluation). Also, the pre-service teachers remarked that they participated in all activities more actively than in other classes (f=8, in the category of active participation), and as a result, they learned without memorizing (f=5, in the category of learning without memorizing). Similar results were identified in other studies (Kalem & Fer, 2003; Karamustafaoğlu, et al., 2006; Aydede & Matyar, 2009). On the other hand, two pre-service teachers explained that doing research for the history of chemistry course was not easy for them since they were not used to doing detailed research. In the light of these results, it can be said that active learning applications helped make pre-service teachers more positive and interested in the History of Chemistry.