The Importance of Engaging Pupils Actively in Demonstrations

Autor/inn/en	Suomela, Liisa; Juuti, Kalle; Ahtee, Maija
Titel	The Importance of Engaging Pupils Actively in Demonstrations
Quelle	In: Primary Science, (2013) 130, S.20-22 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-2465
Schlagwörter	Science Instruction; Demonstrations (Educational); Teaching Methods; Student Interests; Scientific Concepts; Scientific Principles; Discussion (Teaching Technique); Observation; Inferences; Active Learning; Grade 4; Elementary School Science + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Studieninteresse; Beobachtung; Inference; Inferenz; Aktives Lernen; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	Demonstrating is a traditional method in teaching science that can raise interest and encourage pupils to think about a topic. While demonstrating, the teacher can focus the pupils' attention on the relevant facts and introduce scientific principles and concepts. Through discussion and actively making observations and inferences, rather than looking passively at what is happening in the demonstration, the pupils gain experience of the scientific way of thinking (Ogborn et al., 1996). This may mean that the lesson deviates from the plan and a certain amount of improvisation is required by the teacher. Herein the authors provide some ideas, particularly relevant for new teachers, about making demonstrations active rather than passive experiences. Disciplined improvisation is discussed and an example of demonstration and improvisation using a 4th grade (10-year-olds) science lesson is provided. (ERIC).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10