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Abstract Title: Physics Demonstrations as Expressive Acts
Abstract: Physics demonstrations have long been a part of both formal and informal physics education. In recent years, studies that focus on whether and how students retain information from these demonstrations have called their value as learning tools into question. Here we seek to better understand what these demonstrations bring to various learning environments by examining their experiential and expressive attributes.

Drawing on John Dewey's work on experience in both art and education, we develop a theory of demonstrations as acts of expression that foster aesthetic experiences. This theory explores the performative, affective, and material aspects of the demonstrations not as aids to transmit information, but rather, as expressive acts that hold significant meaning for both the demonstrator and the audience. In this work, we describe this theoretical model of communicating physics and consider the physics demonstration in and out of the classroom through this lens.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A34

Author/Organizer Information

Primary Contact: Megan Halpern
Michigan State University
919 E. Shaw Lane, room 35 E
East Lansing, MI 48825-1107
and Co-Presenter(s)
Kathleen Hinko