As hands-on science communicators, we live and breathe our demos. We hone, improvise and improve them over years, even decades. Few things please us more than an evening in good company discussing and dissecting the demos that work and why. In our world, science communicators usually have a favourite demo or five.
I work with a lot of new science communicators. Many of them are top class new graduates with a science background, and I love to ask them ‘What’s your favourite demo?’. It’s fascinating to this jaded old sock. Gone, alas, are the days where every week brought an exciting new concept for me to play with. I can share this excitement vicariously, of course. I get to delight other people afresh, but I love the extra insight I get quizzing someone who’s new to this world. With bright eyes and keen minds what are they looking for in a good old-fashioned demonstration?
What I find interesting is that in the last few years not as many of our new recruits seem confident in their answers. I find myself giving hints as to what I mean by ‘demonstration’ – not an experiment, a practical nor a trick: a science demonstration.
Are they simply unfamiliar with this jargon or is something more sinister afoot?
Is the delight of the demonstration becoming a dark art, practiced more by a growing band of science communicators but less by teachers and lecturers? Perhaps demonstrations are seen as entertaining quirks in a social context, shared via Facebook and YouTube, and not as teaching tools in an academic world.
I may be reading too much into this, of course. My sample is small and could represent a gentle blip within the boundaries of standard deviation with no rhyme, reason nor correlation. I’d be interested to hear if others have noticed a trend.