Why Use Interactive Demonstrations

Research in physics classrooms indicates that students acquire significantly greater understanding of course material when traditional lectures are combined with interactive lecture demonstrations (Sokoloff and Thornton, 1997 (more info) ). Interactive demonstrations enable students to become more actively engaged in a lecture and provide unique opportunities for critical thinking and student reflection.

Students' interest is peaked if they are asked to make predictions and vote on the most probable outcome of a demonstration before it is done. When used thoughtfully, in-class demonstrations can better illustrate important concepts than a straight lecture, and can provoke students to think for themselves (see Chapter 2 in Science Teaching Reconsidered).

Demonstrations are especially effective if they have a surprise effect, challenge an assumption or misconception, or illustrate an otherwise abstract concept or process. Some research indicates that students are better able to self-correct their misconceptions after observing a demonstration real-time (Brasell, 1987).

In addition, demonstrations employ physical models which are smaller and simpler in scope than the real system they mimic. This allows instructor and students to focus in on key aspects of the system's behavior. This simplicity also makes it easier for students to manipulate, measure, and modify the model than it would be in a real-world system.