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Report on the WPI Conference "Demonstrations as a Teaching Tool in Chemistry: Pro and Con"

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H. Beall

Department of Chemistry, Worcester Polytechnic Institute, Worcester, MA 01609

J. Chem. Educ., 1996, 73 (7), p 641

DOI: 10.1021/ed073p641

Publication Date (Web): July 1, 1996

Abstract

The Eigth Annual Worcester Polytechnic Institute Conference on Chemical Education was held on October 15, 1994, and analyzed demonstrations in chemistry lectures in terms of rationale, purpose, and result. Paul Kelter of the University of Nebraska and Leonard Fine of Columbia University were the speakers. It was suggested that for demonstrations to be worthwhile, it is important to ask oneself a series of questions. These questions should consider the nature of the audience, the reason for learning the specific material, and what we actually want the students to learn. In addition there should be consideration about whether the demonstration is appropriate with regard to its place in the course, the interest it can generate, and the class size. When carefully chosen and effectively employed, demonstrations were seen to have the potential to promote an atmosphere of interactive conversation in the classroom and to remove the "lecture barrier"--the situation where the teacher does not know what the students are learning and the students do not know what they are supposed to learn. In conclusion, it was stated that demonstrations are only one of many teaching techniques and should not be used for their own sake.