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Discovery Videos: A Safe, Tested, Time-Efficient Way To Incorporate Discovery-Laboratory Experiments into the Classroom

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Gary Wulfsberg

Director of Arts Program, Department of Chemistry, Middle Tennessee State University, Murfreesboro, TN 37132

Lyubov Hoffman Laroche

CUST, Department of Education, University of British Columbia, Vancouver, BC V6T 1Z4, Canada

Barbara Young

Department of Educational Leadership, Middle Tennessee State University, Murfreesboro, TN 37132

J. Chem. Educ., 2003, 80 (8), p 962

DOI: 10.1021/ed080p962

Publication Date (Web): August 1, 2003

Abstract

When it is infeasible to have students do some experimental parts of discovery laboratory experiments, instructors can demonstrate the reactions for students to evaluate as part of their discovery process. As an alternative to time-consuming and hazardous live demonstrations, we have developed video demonstrations of reactions with pauses for students to discover concepts. Digitally animated videos of two experiments, "Some Reactions of Cations" and "Periodicity in the Activity Series of Metals", were filmed and used in inorganic chemistry and honors-level general chemistry courses; we believe that the videos are also suitable for use in secondary schools. Quantitative and qualitative educational research was carried out in the inorganic class comparing the use of videos and live instructor demonstrations. No statistically significant difference was found in any learning outcome and no clear-cut student preference emerged. The significant saving of instructor time and the reduction of risk by using the videos therefore appears to have been accomplished without harm to student learning or interest.