An example of an analogy for an aspect of science teaching
"Carrying out demonstrations effectively is a skilled activity. This is particularly so because the demonstrator needs to simultaneously manipulate materials and apparatus, whilst offering a commentary. Indeed, an experienced teacher will not simply talk at the audience but will engage in dialogue – so inviting questions and observations, directing questions at specific learners, and feeding back on learners' comments in order to offer constructive responses building on their contributions. That is quite a skill in itself.
And clearly, actually manipulating the materials used in the demonstration is a skill. It is important not to underestimate the requirement of doing these two things at once. …
Ideally, the demonstrator will have carried out the demonstration so many times that much of the manipulation has become automatic, a habit – something that is implicit and does not require much input from the mental resources that deal with consciously controlled activity. I am not suggesting that laboratory activities should be carried out without due attention, but rather referring to the idea that much laboratory activity is based on tacit knowledge when carried out by someone with considerable expertise in that area. …
So, giving a demonstration in chemistry might be thought of as akin to taking a cycle ride. An experienced cyclist knows how to keep the bike upright, pedal at the right rate, choose the right gear and steer in the right direction, without having to reflect on these things – it is implicit. But the cyclist still needs to be aware of 'external variables': road/path conditions, other people, and so on. The experienced cyclist can focus all their conscious mental resources…to the changing circumstances of this ride as the basics are being taken care of automatically. This is only possible because they have practised cycling enough for the control of the basic functioning of the vehicle to have become habitual. In the same way, a good demonstrator has extensively practised the demonstration (and honed variables such as the amount of reagent, the strength of heating, the amount and timing of stirring, etc.), so that they can carry this out whilst focusing their conscious resources on teaching the class through an engaging and interactive commentary. Handling the materials (chemicals and apparatus) is analogous to riding the bike, and dealing with this unique group of learners with their particular background knowledge (including alternative conceptions), levels of interest and attitudes, and their particular questions about the activity is like the road surface conditions, traffic conditions, wind speed, and so forth."
Taber, Keith S. (2024) Chemical pedagogy. Instructional approaches and teaching techniques in chemistry. Royal Society of Chemistry.
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