The Use of Dramatic Demonstrations to Enhance the Motivation and Learning of Chemistry Students

Authors

H. A. Rowe, Norfolk State University

Publication Date

2002

Abstract

As part of the Virginia Collaborative for Excellence in the Preparation of Teachers (VCEPT) project, a series of demonstrations was incorporated into Chemistry 100: Man and Environment, a science course taken by non-science majors including many prospective K-12 teachers. Dramatic chemical demonstrations were first presented to the undergraduate students by the instructor, and then they used demonstration activities to teach each other during the semester. Finally, these undergraduates presented to the K-6 students in the Norfolk Statue University (NSU) Summer Children’s College. The perceptions of science by the undergraduates at the beginning and end of the course were assessed using a questionnaire. The responses of the K-6 students in the Children’s College were assessed through informal interviews and audience response. The use of these demonstrations seemed to change the perception of science held by the undergraduate students. In addition, this limited assessment indicated that these demonstrations may have helped more of the undergraduates consider teaching as a career option.

Volume

5

Issue

1

First Page

89

Last Page

95

Rights

© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)

DOI

https://doi.org/10.25891/E29J-VF26

Recommended Citation

Rowe, H. A. (2002) "The Use of Dramatic Demonstrations to Enhance the Motivation and Learning of Chemistry Students," Journal of Mathematics and Science: Collaborative Explorations: Vol. 5: No. 1, Article 11.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol5/iss1/11