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Physics demonstrations have a rich history both in and outside the classroom. Evaluations of physics demonstrations have traditionally focused on their ability to facilitate comprehension and retention of information; however, John Dewey’s theory of aesthetic experience allows us to instead examine them as meaningful interactions between demonstrators and audiences. In this work, we demonstrate the utility of aesthetic experience as a model for science communication by investigating an undergraduate student group that performs physics demonstrations at family science events. Using observations and interviews, we found that the performers were engaged in expressive acts alongside their intention to explain the physics content correctly. Thus, this work shows that the experience model of science communication has the ability to reveal the significance of these demonstrations and also may be applicable to many informal learning and public engagement interventions.

Hidden value: Investigating the physics demonstration as aesthetic experience