The use of physics demonstrations in a Maltese boys' secondary school

Abstract

Science demonstrations were one of the first forms of practical work. Demonstrations consist of an activity usually conducted by a teacher while students observe and consecutively react to what happens. In the last decades, different ways of conducting demonstrations in a more lecture type approach have been developed. This study was conducted with the aim of finding out how students in a Maltese boys' secondary school perceive physics demonstrations, whether physics demonstrations engage these students, and whether students feel that demonstrations help them understand physics better. Furthermore, this study sought to find out how teachers make use of demonstrations and to what extent do they find them helpful. To conduct this research four teachers were interviewed and questionnaires were distributed to hundred fifty-five students. A focused group interview was conducted with five students who participated in the questionnaire. This study has revealed that although most students do not prefer demonstrations as a physics activity, still many students have a good perception of demonstrations. It has been found that demonstrations engage students in physics lessons, but at the same time they do not encourage shy students to participate more. This study also found out that most teachers use demonstrations as a form of practical work for the physics SEC examinations. Less frequently, teachers also make use of demonstrations as a teaching technique to introduce a new physics concept. Although most teachers consider the use of demonstrations rather limited, teachers believe that demonstrations help students understand physics better.