The document discusses the demonstration method for teaching computer science. It describes demonstration as a method where the teacher performs experiments and explains them to the class. Demonstrations combine aspects of lectures and labs by allowing students to observe experiments firsthand while receiving a verbal explanation. The document outlines best practices for demonstrations, including ensuring visibility, incorporating student participation, and supplementing with additional teaching aids. It also notes limitations like lack of student involvement and rapid pacing.
2. Demonstration Method
This method includes the merits of
lecture method and laboratory
method.
The teacher performs the
experiment in the class and
explains orally, what he does.
3. A demonstration means “showing:”
Teachers, to illustrate some
principle in Computer Science
generally presents demonstrations.
The teacher should also encourage
pupils in small groups or alone.
4. Special functions of
demonstrations
Demonstrations may be used in several
ways in teaching of Computer Science.
1. To solve a program
2. To explain, make clear by analysis.
3. To verify, substantial and review.
(Reactions/input/output).
5. 4. To supply an application. (Day-to-
day application)
5. To show methods and techniques.
6. To display objects and techniques.
(Computers and its various parts
and functions)
6. Advantages of
demonstration
This method is desirable
1. When the apparatus to be used is costly
and unsuitable for juniors to handle.
2. When the apparatus is very sensitive and
may be damaged by clumsy handling.
7. 3. When the experiment involves
danger. (Power supply, UPS, etc.)
4. When economy, is desired in the
matter of procuring large sets of
apparatus of the same kind.(CD
drive, CD Writer, etc.)
5. When a quick revision of the subject
matter is desired.
8. Limitations of Demonstrations
Demonstration technique,
although quite effective for small
children have the following
limitation:
1. Visibility is always a problem in the
classroom.
9. 2. There are no opportunities for pupil’s
participation during demonstration.
It is thus teacher-centred method of
teaching.
3. Much scientific information can be
grasped adequately by sight and
sound alone.
4. A demonstration is apt to go such a
rapid rate that pupils do not grasp
each step.
10. Requisites of good
demonstration
The success of a demonstration
depends upon a number of factors,
which must be provided before the
demonstration work is carried out.
1. A good lecture-cum-demonstration
room is essential in which
demonstration table is visible to all the
pupils.
11. 2. Lighting must be sufficient.
3. If possible the pupil’s benches
may be arranged in tiers.
4. The apparatus used for
demonstration should be large in
size.
12. 5. There should be enough spare
apparatus in case one apparatus
fails to work or breaks.
6. A big blackboard behind the
demonstration bench is desirable
in order to summarise the results
of the experiment and to draw
necessary sketches and diagrams.
13. 8. The teacher must repeat the experiment
even though it is simple.
9. The teacher can also think of using
audio-visual experiments (aids) along
with the apparatus.
10. Time should be given on the major
point in the demonstration and
preferably written on the black board.
14. Planning a demonstration or
criteria for a good demonstration
For successful demonstration it is
better if the teacher bears in mind
the following points.
The teacher must be convinced that
demonstration technique is the best
way to deal with a certain topic.
15. The purpose of demonstration should be
made clear to the pupils.
The awareness of objective of
demonstration makes it more meaningful
for the pupils.
Otherwise they may see things but may
not understand the meanings in them.
16. The purpose of demonstration should be
told in advance.
They should observe things carefully,
exercise their reasoning and arrive at
their own conclusions.
The demonstration should be visible to
whole class.
Attention should be paid to the position
of students, the size of apparatus and
also lighting of the classroom.
17. The experiments should be well spaced
throughout the lesson.
There should not be any separate time
allotted for demonstration.
Only the simplest form of the apparatus
should be used.
There should be variety in
demonstration.
18. New experiments other than those
prescribed in the textbook should be
preferred.
An element of suspense is to be
introduced during demonstration.
When each item is required it is to be
taken from the cupboard.
The blackboard should be used
properly during demonstration.
19. When each item is required it is to be
taken from the cupboard.
There should be pupil participation in
the demonstration.
Connecting the apparatus, inputting the
data, getting the output can be done by
the students.
Many demonstrations / experiments
should not done at the same time.
20. Each demonstration should be done at
the right time.
Demonstration should not be too long.
An experiment, which lasts for a long
time, will not sustain the interest of the
students.
The teacher must have the attention of
the class.
21. Demonstration should be supplemented
with other teaching aids to make it more
real and interesting.
Demonstration method is the least
expensive of utilizing laboratory
activities.
But they cannot be substituted for
individual practical work.
22. Practical work involves problem solving
and results in new learning.
It can be open-ended and can lead to
further experimentations.
In spite of the disadvantages,
demonstration method is advocated
when time and equipment are limited
and the process is complicated or
dangerous or difficult.
23. Demonstration starts with an
exclamation mark where as experimental
technique starts with a question mark.
Demonstration is useful to show
something science content oriented while
experimental method stresses on process
oriented science.
24. The method can be used in
combination with other method of
teaching quite frequently in our
school conditions to get maximum
possible results.
The computer science teacher
should create a dynamic functional
relationship between demonstration
and the laboratory work.
25. Often the demonstration will initiate
the student’s individual experiments.
Similarly the results of the
laboratory study may culminate in a
demonstration.
