The Importance of Demonstrations in Chemistry Lessons, A Complete Study Supported by Neuroscience Technology

Abstract

Stoichiometry and the concepts of limiting reagent, excess reagent and reaction yields are a fundamental area of knowledge within the study of chemistry which accompanies students along their education path within this discipline. Unfortunately, this knowledge field is usually difficult to assimilate at first. In this sense, there is an open debate on whether these didactic contents could be learned through classroom demonstrations in order to improve the students’ understanding and long-term memorization. However, up to now, there is still no consensus among the different authors on how positive or negative this methodology could be. This research uses neuroscience techniques, specifically electrodermal activity, electroencephalography and eye-tracking for evaluating attention response while classroom demonstrations in the instruction of stoichiometry are performed before first year high school students. Also, we have carried out an in-depth pilot study using academic tests, questionnaires, self-concept tests and interviews with students and teachers to evaluate the use of demonstrations in the classroom during the instruction of stoichiometry to the students. The results of this study support the efficiency of this methodology on the basis of attention as a constituent part of the increased cognition levels deriving from an effective response in the students and aim to promote the use of these tools for the development and validation of new teaching methodologies.