Demonstration-An Effective Technique In Teaching Biology (jnrlse)

Demonstration—aⁿ effective technique
in teaching biology¹

ABSTRACT
M. A. Maun and Teresa Winnitoy²
units, each of which outlines the specific objectives and fine details of that concept. A student is allowed to pro-

The demonstration is a teaching technique which provides a synthesis between formal lec- ture sessions and personalized systems of in- struction. It provides a valuable complement to lectures providing the opportunity for personal contact between students and professor and among students themselves. The active participa- tion by the students in the learning process makes it an effective teaching technique.

Addifiona/ index words: Display, Peer interaction.

D
URING the last decade the number of students in the biology programs in Canadian universities and colleges has increased. Enrollment of 500 or more stu- dents in each of the first and second year core courses is not uncommon. Due to this increase teachers have been using, with varying degrees of success, several new in- novations and communication devices like television, computers, audio-tutorials, and group discussions. The most important change has been a deviation from the conventional lecture sessions to a personalized or group- oriented, self-help learning system. Dowdeswell (197 I) pointed out that these innovations in teaching style are based on the realization that a higher priority should be given to the needs of a student rather than to “the at- titudes and notions of the teacher”. Both lectures and
ceed through the units at his own speed and can discuss and clarify any questions with a tutor. Protopapas (1974) provided evidence of the effectiveness and ac- ceptability of P.S.I. by students. He pointed out, how- ever, that some students may find it hard to pace them- selves and may not work well independently, especially extroverts whose internal motivation is low (Dowdes- well, 1977).
Lectures are valuable in awakening critical attitudes
and in providing the latest advances in research not yet printed in textbooks (Powell, 1969). Lectures also pro- vide the most efficient use of staff time, with a high rate of information transfer from professo^r to students. The lecturer, however, has been condemned by many educa- tors for the lack of participation and personal contact with group members.
The course, “Biology of Populations,” has 5O0 stu-
dents with two lecture sections of 250 students each (Table I). It runs for a full academic session (September to May) and a student receives three course credits.

Table 1. A comparison between the three methods of teaching; conventional, personalized system of instruction (P.S.I.), and the demonstration

method used in “Biology of Populations"t



P.Sd. ConvenUonal Demonstadon

personalized system of instruction have merits and weaknesses.
The basic theme of the personalized system of instruc- tion is that a student is given more responsibility for learning. ^Postlethwait et a1. (1969) and Postlethwait (1978) pointed out that a new concept can only be learned by the learner. A teacher can provide guidance, facilities, motivation, and an environment conducive to learning, but cannot make a student learn a concept. According to Keller (1968) a personalized system of in-


Lectures


Labs


Tapes Section A Section A
(multiple sections) Section B Section B
Tutorials Labs (26 per Labs (12 per Audio-visual Labs academic session; academic session)
^{Sept. to A pri'›} Demonstrations (12
per academic session)
Field Trips (two
field trips to examine local flora and fauna)

struction (P.S.I.) entails a course which is divided into

' Contribution from the Biology Core Program, University of West- ern Ontario, London, Ontario, Canada N6A 5B7.

' Associate professor and teaching assistant, respectively.
Calendar Description: Biol. 201. Biology of Populations. (A mandatory course in year two of B.Sc. in Biology). The distribution, genetics and evolu- tion of populations and their growth, regulation, and interactions with other populations and their environment (2 lectures, 3 laboratory hours per week). Pre-requisite: One introductory course in biology. Co-requisite: One course in mathematics.

There are 52, l-hour lecture sessions for each of the A neath each display case a desk top (30 cm wide) sup- and B sections (a lecture is repeated) and 26, 3-hour lab ported by storage cabinets provides space at which a stu- sessions per year. In lecture sections of 250 students dent can study and write notes. The room has space for there is a lack of communication between instructors about 30 students. Displays are set up at eye level for and students. Exchange of ideas and answering of ques- either a sitting or standing student (Fig. l). For a round tions and arguments .•e highly inconvenient because of table discussion tables are set up in the center of the an indifferent attitude >f a large majority. demonstration room.
This drawback of the conventional method prompted

us to develop a system which would provide a com- promise between the conventional method and P.S.I. In this system we retained the formal lecture sessions as in the conventional method but replaced 12 of the labora- tory sessions with 12 sessions which we have named “Demonstration” (Table l). A “Demonstration” is a self-teach approach in which the instructor plays a sup- porting role.
DESCRIPTION

Each demonstration presents material on a specific topic being discussed in lecture, e.g. adaptation, com- petition, world population growth, agricultural productivity, etc. Each topic is presented through a series of interrelated displays (about 9 to 14 in each demonstration) which include specific examples from books or research articles published in journals. Each topic receives thorough coverage and brings together the latest information relevant to the topic. Each objective is described, illustrated, and evidence is presented in the form of tables or graphs (Table 2).