As society becomes more technologically complex, post-secondary institutions have responded by incorporating science-based courses in the non-science curriculum. As chemist, we are often called upon to teach these courses and explain complex concepts to learners with limited science background. An effective method to engage students with the material is using demonstrations. In this study, we examine the use of science-based demonstration in our third-year science course for non-science students.
The full text of this paper will be available in September, 2022 due to the embargo policies of Pure and Applied Chemistry. Contact firstname.lastname@example.org to enquire if the full text of the accepted manuscript can be made available to you.
Member of collection