Demonstrations as a teaching-learning technique in natural science

Abstract

The use of teaching techniques opens many exciting possibilities for learning in a classroom. The methods that teachers use in teaching new information has been identified as critical to how learners learn new scientific skills. Demonstrations as a teaching and learning technique has been central to this assertion It has been found that little or nothing has been done to bring about reform in teaching methods since curriculum reform, resulting in teachers clinging to the lecture method and demonstrations to be their only source of images and concept formation. Some teachers believe that demonstrations are passive in nature and most overdo demonstrations. To verify this statement, research was carried out to investigate the teachers' knowledge of and insight into demonstrations and to identify what benefits, if at all, and constrains do teachers associate with the use of demonstrations. The results show that teachers are still experiencing problems with the concept demonstration and many are yet still no using the technique as a teaching method. A conclusion is that teachers are not yet conversant with the benefits and alternative ways through which demonstrations can be implemented.