Demonstration Importance In Teaching

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The term demonstration is rooted in the Latin word demonstrare, meaning to show or explain (Wiktionary, 2006). This meaning is very close to the most relevant common definition, “a description or explanation, as of a process, illustrated by examples, specimens, or the like” (Dictionary.com, 2006). Demonstrations differ in terms of informational and physical individualities done by the teacher as well as the difficulties placed upon the learner. In addition to observing the example (e.g., activities that happen prior to, during, and after the observation and demonstrating the topic by the teacher).

The term demonstration is frequently confounded with several others in the scientific and training literatures (e.g., observational learning, observational
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Yet demonstrating the topic is important in teaching-learning process because it is the basis if the student can apply in in a hands-on activities.

In the Middle Ages, the theory of demonstration was developed by Aristotle's Posterior Analytics. As Augustus Borgnet, 1890 stated in his works, Aristotle's Posterior Analytics was considered the culmination of logic, bringing all the other parts of the discipline to bear on the task of developing scientific knowledge. Each interpreter read his views in a way that would genuine them with his own theoretical method. The most important Aristotelian writers of the thirteenth century are Albert the Great, Thomas Aquinas, and Giles of Rome. Most of the Aristotelian authors cut down into arguments among themselves over the exact character of the “highest sort of demonstration” (demonstratio potissima), and the nature of the scientific knowledge resulting from it. As reported in Averroes's explanations these arguments were fixed in part in earlier
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Demonstration method must develop each teacher in order to them to increase the level of thinking skills of the learners and to increase their skills.
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