The lecture demonstration: Try it, they’ll like it

Carpenter, D. Rae; Minnix, Richard B.

doi:10.1119/1.2340819

Cited by 10 publications

(8 citation statements)

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“…Instructors see demonstrations as a way to help students develop an intuitive understanding of the world and remember concepts [1][2][3]. Instructors often view demonstrations as a way to liven up lectures [3,4].…”

Section: Introductionmentioning

confidence: 99%

Role of physics lecture demonstrations in conceptual learning

Miller

Lasry

Chu

et al. 2013

Phys. Rev. ST Phys. Educ. Res.

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Previous research suggests that students' prior knowledge can interfere with how they observe and remember lecture demonstrations. We measured students' prior knowledge in introductory mechanics and electricity and magnetism at two large universities. Students were then asked to predict the outcome of lecture demonstrations. We compare students' predictions before having seen the demonstration to what they report having seen both right after the demonstration and several weeks later. We report four main findings. First, roughly one out of every five observations of a demonstration is inconsistent with the actual outcome. Second, students who understand the underlying concepts before observing the demonstration are more likely to observe it and remember it correctly. Third, students are roughly 20% (23%) more likely to observe a demonstration correctly if they predict the outcome first, regardless of whether the prediction is correct or not. Last, conceptual learning is contingent on the student making a correct observation. This study represents an initial step towards understanding the disconnect reported between demonstrations and student learning.

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Section: Introductionmentioning

confidence: 99%

Role of physics lecture demonstrations in conceptual learning

Miller

Lasry

Chu

et al. 2013

Phys. Rev. ST Phys. Educ. Res.

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“…Live science demonstrations have a distinguished history: in the 19th century, huge crowds gathered to watch Michael Faraday illustrate new discoveries in physics and chemistry [1]. Today, instructors use demos to liven up "boring lectures" [2,3] and to help students develop and remember an intuitive, conceptual understanding of the world [2,4,5]. Successful demos can highlight-and ultimately resolve-students' misconceptions about the physical world.…”

Section: Introductionmentioning

confidence: 99%

Comparing the effectiveness of online versus live lecture demonstrations

Kestin

McCarty

Callaghan

et al. 2020

Phys. Rev. Phys. Educ. Res.

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Nearly every introductory physics or chemistry course includes live lecture demonstrations, which can range from simple illustrations of a pendulum to elaborate productions with specialized apparatus and highly trained demonstrators. Students and instructors often consider "demos" to be among the highlights of these classes. Yet, in some situations demos may be cumbersome, inaccessible, or otherwise unavailable, and online video demos could offer a convenient alternative. We compared the effectiveness of live demonstrations with online videos under controlled conditions in the first semester of an introductory physics (mechanics) course. Students were randomly assigned to view either a live or video version of two demos. The same instructor presented both versions of the demo using an identical script, keeping the same time on task across both conditions, but with small differences in presentation appropriate to the medium. Compared with the students who saw the live demos, the students who watched the online videos learned more, and their self-reported enjoyment was just as high. We discuss reasons why videos helped students to learn more, including that they are more likely to make correct observations from the video. These results suggest that videos could provide students with an equally effective learning experience when live demos are unavailable. Indeed, even when live demonstrations are available, it may be beneficial to supplement them with online presentations.

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“…For his part, Gagne (2005) articulated in his theory that a teacher cannot be certain if students learn unless they perform the task assigned to them. This is supported by Carpenter and Minnix (1993) who claimed that teaching Physics concept using instructional materials is a very effective way to combat the Physics-istoo-difficult syndrome. Therefore, physics teaching, particularly in the basic education level, must be accompanied by activities that demonstrate concepts and experiments that verify or even discover important principles in nature.…”

Section: Related Literaturementioning

confidence: 82%

Development and Evaluation of Learning Resource Package in Optics for Grade 10 Science

Recede¹,

Gaviola²,

Castro³

et al. 2022

IJMABER

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Learning complicated topics in Physics is one of the most challenging tasks students experi-ence in the classroom. Physics teachers use supplementary materials and laboratory exercises to help students visualize and imagine what they are studying in order to better understand the topics. These learning aids, however, are sometimes not sufficient. Students would still struggle to learn due to lack of effective teaching materials. Without effective teaching materials, it is impossible to master Physics concepts. The study focused on developing and evaluating a learning resource package in Optics for Grade 10 Science. The results showed that the resource package will provide an effective and alternative method for students to be exposed to the scientific method and to explore and observe what the beauty of physics does in our lives. These are very helpful for teachers when teaching Physics concepts. Furthermore, because the learning resource package is already complete, the teacher may feel more prepared to teach optics classes. It is recommended that teacher-writers create lessons that are similar to those already used in science classrooms which may directly address the needs of students.

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The lecture demonstration: Try it, they’ll like it

Cited by 10 publications

References 0 publications

Role of physics lecture demonstrations in conceptual learning

Role of physics lecture demonstrations in conceptual learning

Comparing the effectiveness of online versus live lecture demonstrations

Development and Evaluation of Learning Resource Package in Optics for Grade 10 Science

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