Abstract
Interactive classroom demonstrations are active learning approaches used during class to engage students and improve their learning. Demonstrations have been developed in many disciplines for a variety of topics and made available for general use. In addition, many instructors have developed demonstrations for their own classes. While they can be entertaining for students, additional consideration in the implementation of these classroom demonstrations should be taken to foster deep student learning.
Studies by Crouch et al. (2004) and Zimrot and Ashkenazi (2007) showed that students who engaged in the demos through inquiry learned more than students who passively observed classroom demonstrations. When student-centered learning and inquiry-based practices were used, in which students make predictions about the demo, observe the outcome, and discuss with their peers and the instructor, these implementations of the demonstrations not only resulted in student learning gains but also helped to overcome student misconceptions. By asking students to make predictions during the demonstration and discussion their observations afterwards, students activate their prior knowledge and start making connections.
This presentation will present best practices in implementing and incorporating these demonstrations and highlight available interactive classroom demonstrations. Reflections from my experiences in using demonstrations in environmental engineering classes I have taught also will be shared.