O wykładach i eksperymentach : po co nam eksperyment w dydaktyce?

Abstract

Thinking about a lecture we are supposed to prepare and conduct, we usually focus on essential facts and content that we want to convey to students. Usually, we take care how to arrange and think over the messages that we are going to convey verbally. Seldom do we consider how to plant our thoughts in students’ minds. We tend to forget about cooperation with the audience, eye contact maintenance, a positive feedback, suitable attitude towards the audience and our own lecture, as well as non-verbal messages unintentionally expressed and sensed by the audience, or techniques and tools we might use to render our lecture interesting. Rarely do we make any effort to improve the efficiency of our ways by examining them from students’ points of view. However, it is those assumptions that build the quality of lectures we conduct, as well as shape our didactic skills. They render us good and appreciated lecturers, otherwise we tend to invite boredom to lecture halls where students go, for they are obliged to do so. Therefore, it is worth to rethink the aspects of academic teaching which are the subject of this article, or at least check how familiar we are with the assumptions that conclude this paper.