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

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dc.contributor.authorŞendur G.
dc.contributor.authorPolat M.
dc.contributor.authorToku A.
dc.contributor.authorKazanci C.
dc.date.accessioned2024-07-22T08:14:36Z
dc.date.available2024-07-22T08:14:36Z
dc.date.issued2014
dc.description.abstractThis study aims to investigate the effects of a History and Philosophy of Chemistry-I course based on active learning applications on the level of knowledge of pre-service chemistry teachers about the history of chemistry. The views of pre-service chemistry teachers about these activities were also investigated. The study was carried out with 38 pre-service chemistry teachers from a university in Turkey in the academic year 2012-2013. In the History and Philosophy of Chemistry-I course; instruction was carried out based on five steps that included pre-service teachers' oral presentations, poster presentations, the assessment of the pre-service teachers' posters presentations with a rubric, preparing a timeline, and an assessment of the pre-service teachers' timelines. The data of this study was collected with an open-ended questionnaire. The questionnaire was administered to all the pre-service teachers before and after the instruction. The results of the study indicated that the pre-service teachers' level of knowledge about the history of chemistry had increased after the instruction. Also, interviews revealed that the pre-service teachers had positive views about the active learning activities. © 2014 HKIEd APFSLT.
dc.identifier.issn16094913
dc.identifier.urihttp://akademikarsiv.cbu.edu.tr:4000/handle/123456789/16622
dc.language.isoEnglish
dc.publisherAsia-Pacific Forum on Science Learning and Teaching
dc.titleActive learning applications in the history of chemistry: Pre-service chemistry teachers' level of knowledge and views
dc.typeArticle

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