A Study on the Effect of Using Demonstrations in Physics Classroom

시연을 활용한 물리 수업의 효과에 관한 연구

  • Received : 2011.07.16
  • Accepted : 2011.11.14
  • Published : 2012.05.31


This paper discusses the effect that classroom demonstrations have on students' conceptual understanding in concepts in introductory physics. We used the same conceptual survey to probe the students' understanding on certain concepts before and after taking the course. We introduce Hake's , which is used to evaluate the effect of various kind of teaching methods, suggested by physics education research groups, on conceptual understanding of students who took the class. The effect of physics class using demonstration turned to be better than the traditional lecture, higher for students who graduated from science schools with higher prior knowledge and demonstration experience. Authors suggest to use to probe concepts which need more attention.


Physics Education;classroom demonstration;teaching method;instruction effect


  1. 이명성 (2009). 개방적 탐구에서 나타난 고등학생들의 탐구과 정과 활동 및 유형분석. 강원대학교 교육대학원 과학교육전공 석사학위논문.
  2. 이정철, 강순민, 허홍욱 (2009). 한국과학영재학교 학생들의 과학적 태도, 학습양식, 선호하는 수업형태와 수업환경 조사를 통한 수업전략의 수립. 영재교육연구, 19(1), 138-159.
  3. 한미혜 (2008). 과학계 고등학교, 일반계 고등학교 일반 생물학 교과서 비교분석. 성균관대학교 교육대학원 과학교육전공 석사 학위논문.
  4. Coleman, L. A., Holcomb, D. F. & Rigden, J. S. (1998). The Introductory University Physics Project 1987 - 1995: What has it accomplished? American Journal of Physics, 66(2), 124-137. https://doi.org/10.1119/1.18830
  5. Hake, R. R. (1999) Analyzing Change/gain scores. Originally posted at American Educational Research Association's Division D, Measurement and Research Methodology. http://physics.indiana.edu/-sdi/AnalyzingChange-Gain.pdf.
  6. Halloun, I. et al. (1995). Force Concept Inventory (Revised), http://modeling.asu.edu/R&E/Research.html (password protected).
  7. Hestenes, D., Wells M. & Swackhamer, G. (1992). Force Concept Inventory. Physics Teach, 30, 141-158. https://doi.org/10.1119/1.2343497
  8. Hestenes D. & Wells, M. (1992). A Mechanics Baseline Test. Physics Teach, 30, 159-166. https://doi.org/10.1119/1.2343498
  9. John W. B. (2003). Increasing Student Understanding with TEAL, MIT Faculty Newsletter, Oct./Nov. 2003.
  10. Laws, P. L. (1991). Calculus-based physics without lectures. Physics Today 44(12), 24-31. https://doi.org/10.1063/1.881276
  11. Laws, P. L. (2004). Workshop Physics Activity Guide: Modules 1-4. Hoboken, NJ: Wiley.
  12. Mazur, E., (1996). Peer Instruction: A User's Manual. Englewood Cliffs, NJ: Prentice-Hall.
  13. Maloney, D., et al. (2001). Surveying students' conceptual knowledge of electricity and magnetism, Physics Education Research Supplement. American Journal of Physics, 69(7), S12-S23.7. https://doi.org/10.1119/1.1371296
  14. Saul, J. M. & Redish, E. F. (1998). An Evaluation of the Workshop Physics Dissemination Project. U. of Maryland Workshop Physics. Online at http://physics.dickinson.edu
  15. Sokoloff, D. R., Thornton, R. K. & Laws, P. W. (1998). RealTime Physics: Active Learning laboratories. Module 1: Mechanics. New York, NY: Wiley.
  16. Sokoloff, D. R., Thornton, R. K. & Laws, P. W. (2004). RealTime Physics Active Learning Laboratories Module 1: Mechanics, Module 3: Electric Circuits and Module. New York, NY: Wiley.
  17. Thornton, R. K. (1989). Tools for scientific thinking, Learning physical concepts with real-time laboratory measurements tools. In Redish (ed.) Proc Conf Computers in Physics Instruction (177-189). Reading, MA: Addison Wesley.
  18. Thornton, R. K. (2008). Effective Learning Environments for Computer Supported Instruction in the Physics Classroom and Laboratory. http://web.phys.ksu.edu/icpe/publications/ teach2/thornton.pdf
  19. Thornton, R. K. & Sokoloff, D. R. (1998). Assessing student learning of newton's laws: The Force and Motion Conceptual Evaluation and the evaluation of active learning laboratoryand lecture curricula. American Journal of Physics, 66(4), 338-352. https://doi.org/10.1119/1.18863