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Using Demonstrations to Promote Student Comprehension in Chemistry

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Letta Sue Meyer

Milpitas High School, Milpitas, CA 95035

Doug Panee

Oak Canyon Junior High School, Science Demonstration Team, Lindon, UT 846042

Stan Schmidt

Department of Teacher Education, Brigham Young University, Provo, UT 84602

Fred Nozawa

Timpview High School, Provo, UT 84604

J. Chem. Educ., 2003, 80 (4), p 431

DOI: 10.1021/ed080p431

Publication Date (Web): April 1, 2003

Section:

History, Education, and Documentation

Abstract

Chemistry demonstrations provide opportunities for students to feel and experience the essence of chemistry. Teachers can use demonstrations to improve their teaching and to provide learning opportunities otherwise unavailable to students. Reasons, often ignored by busy educators, for choosing to prepare and conduct demonstrations are discussed. Important steps in preparing demonstrations, including the role of showmanship, are emphasized. Resources, an original sample demonstration, and references are included.

Keywords (Audience):

High School / Introductory Chemistry

Keywords (Domain):

Curriculum

Keywords (Feature):

Tested Demonstrations

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Citing Articles

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This article has been cited by 4 ACS Journal articles (4 most recent appear below).

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  Journal of Chemical Education2007 84 (7), 1150
  Demonstration assessment is an effective pedagogical tool for improving the learning of concepts in introductory chemistry classes. However, in apparent contrast to the learning cycle paradigm, a differential analysis of test-question responses showed ...
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Colorful Chemical Demonstrations on the Extraction of Anionic Species from Water into Ether Mediated by Tricaprylylmethylammonium Chloride (Aliquat 336), a Liquid–Liquid Phase-Transfer Agent
Patrick Gordon , Anil Joseph Pezhathinal , Kerensa Rocke , Louis Susanto , Derek Handke and Roch Chan-Yu-King , Eugene N. Losey , Richard L. Keiter
Journal of Chemical Education2006 83 (8), 1161
- Colorful Chemical Demonstrations on the Extraction of Anionic Species from Water into Ether Mediated by Tricaprylylmethylammonium Chloride (Aliquat 336), a Liquid–Liquid Phase-Transfer Agent
  Patrick Gordon , Anil Joseph Pezhathinal , Kerensa Rocke , Louis Susanto , Derek Handke and Roch Chan-Yu-King , Eugene N. Losey , Richard L. Keiter
  Journal of Chemical Education2006 83 (8), 1161
  Liquid–liquid phase transfer catalysis (LLPTC) plays an ever-increasing role in academic research and in the large scale industrial production of chemicals. This method involves a biphasic medium composed of water and an organic solvent in which the LLPT-...
  Abstract | Hi-Res PDF | PDF w/ Links
Interactive Demonstrations for Mole Ratios and Limiting Reagents
Crystal Wood and Bryan Breyfogle
Journal of Chemical Education2006 83 (5), 741
- Interactive Demonstrations for Mole Ratios and Limiting Reagents
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  Journal of Chemical Education2006 83 (5), 741
  The objective of this study was to develop interactive lecture demonstrations (ILD) based on conceptual-change learning theory. Experimental instruction was designed for an introductory chemistry course for nonmajors to address misconceptions related to ...
  Abstract | Hi-Res PDF | PDF w/ Links
Chemical Demonstrations as the Laboratory Component in Nonscience Majors Courses. An Outreach-Targeted Approach
Charles E. Ophardt , Michelle S. Applebee and Eugene N. Losey
Journal of Chemical Education2005 82 (8), 1174
- Chemical Demonstrations as the Laboratory Component in Nonscience Majors Courses. An Outreach-Targeted Approach
  Charles E. Ophardt , Michelle S. Applebee and Eugene N. Losey
  Journal of Chemical Education2005 82 (8), 1174
  In place of traditional cookbook laboratory exercises, a nonmajors' chemistry course uses a demonstration-focused laboratory to understand basic chemical theories. Each student spends the lab session preparing, practicing, and learning the chemistry of ...
  Abstract | Hi-Res PDF | PDF w/ Links