Teaching concepts

Teaching concepts

Name 4

Teachingconcepts

Thetype of media used to deliver a given concept determines whether theaudience will understand or not. However, different media can be usedto deliver the same concept to different groups of audience. Thispaper will consider three types of media that can be used to teachthe concept of pressure of the fluid to three types of audience,including the third grade students, parents, and a physicist.

Teachingthe third grade students

Studentsof the third grade may not know much about the concept of pressure ofthe fluid, in spite of the fact that they make the best use of thepressure nearly every day in different activities, such as usingstraws to drink. However, the third grade students may have apreconception that pressure of fluids acts downwards only.

Thethird grade students are very likely to give high regard to an expertteaching and giving them an insight to a concept they have alwaysregarded as ordinary. The cartoon is the most effective andaccessible type of media that should be used to teach the third gradestudents.

Someof the key strengths of cartoon as a teaching media are that itattracts the attention of the students and gives the opportunity tolearn through entertainment, which can overcome the teacher’sinability to deliver the content in a convincing way (Naylor 1). Acartoon is likely to be more effective because young studentsperceive cartoons to be entertaining. Therefore, they will pay moreattention to cartoon and understand the underlying concept in theprocess.

Teachinga parent

Althoughthe concept of pressure of fluid may be significant to a parent, thedetails of how it happens may not sound quite relevant. A parentwithout scientific details may have a preconception that fluids raisealong the straw as a result of suction. Teaching them about theconcept of the pressure of fluid may be important to them since itwill enlighten them on the mechanism and the significance of thepressure in their daily practices.

Althougha parent may respect an expert who knows more than they do, they arelikely to consider other factors (such as the age of the expert) whenbeing taught about the concept. A poster is the most appropriatemedia that should be used to teach a parent about the concept ofpressure of the fluid.

Aposter is more preferable because it speaks for itself and it doesnot necessarily require the presence of the author (Flitter 2).However, a poster requires a reduced content, which will limit theamount of information that can be passed to the audience, who is aparent. The aspect of reduced content can help the teacher in beingconcise and focusing only on the main points. In addition, a posteris more accessible to parents than a cartoon. Therefore, a porter ismore reliable and will attract the attention of a parent.

Teachinga physicist

Aphysicist is likely to be more familiar with the concept of pressureof the fluid. A physicist may not have preconceived misconceptions,but is likely to understand the basic facts about the concept.However, the physicist may hold an expert in higher regard since theyare interested in learning new ideas in their field ofspecialization.

Awell designed website can be an effective medium of teaching anexpert about the concept of pressure of the fluid. One strength ofthe website is that is allows posting of detailed information. Thisaddresses the speaker’s weakness of the lack of capacity to beconcise when delivering a message.

Beingscholars, physicists have a ready access to the online medium, suchas the website. A website is a reliable medium since it is subject toreviews given by the experts and other users, in addition to thetargeted physicist. The website may also convey the message moreeffectively since the content can stay on the website for anindeterminate period.

Inconclusion, the type of medium used in teaching different conceptsplays a key role in helping the audience understand the principles ofthat concept. However, different types of medium are effective fordifferent categories of audience.

Workscited

Flitter,H. Advantagesand disadvantages of posters.Zurich: University of Zurich, 2015. Web.

Naylor,K. Cartoons in the classroom. SingTeach.2009. Web. 15 September 2015.