Demonstration shows are a popular form of chemical education outreach used to increase interest, engagement, and appreciation of chemistry. Although practitioners often include instructional elements, evaluation has been limited to children’s attitudes toward science rather than their understanding of the underlying concepts presented. In 2006, we developed an interdisciplinary demonstration show that used elements from theater to engage children’s minds, emotions, imaginations, and bodies in the act of learning. The result was The Amazing Chemical Circus, a show that laid the groundwork for a new model of science education outreach that we call Fusion Science Theater. Assessments of learning following presentations of The Amazing Chemical Circus indicate significant gains in children’s conceptual knowledge as well as their attitudes toward science. In this article, we draw parallels between scientific investigation and theatrical practices that reveal common underlying principles at work. We also report on the show’s development, form, content, evaluation, and impact. Finally, we outline the Fusion Science Theater model, and briefly discuss the implications for chemical educators and students who wish to enhance their own outreach efforts.
The article describes the process of analysis for determining a teacher's conception of teaching science using an available interview task. The analytical process provides a transparent link between teachers' spoken words and the different representations of their conceptions of teaching science. Representations of a teacher's conception of teaching science include a grid for analyzing different themes in a teacher's conception, a brief summary of the themes, and a longer written interpretive summary. Because these representations are based on the fundamental components of teaching science, they allow the uniqueness of both specific and structural aspects of teachers' views to emerge, and they facilitate comparisons between teachers. The analysis and its outcomes are exemplified using interviews with several experienced high school science teachers.
Demonstration shows are a widely used form of Informal Science Education. While there is evidence that the shows are highly enjoyable, little work has been done to investigate the cognitive impacts of these shows. This article describes the development and production of The Boiling Point, a show that uses the structure of a play to support investigation of a chemical concept. Evaluation of this show provides evidence that this alternative form of demonstration show is not only enjoyable, but also promotes positive attitudes toward science and increases the audience's understanding of the target concept, as demonstrated by recurring assessment of concept knowledge embedded within the show.
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