Science Fair: A Successful Venture

Galen, Donald F.

doi:10.2307/4449716

Cited by 5 publications

(2 citation statements)

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“…In science education, studies have analyzed the influence of science awareness and experience on career choice in science and technology (Lee, 2011) and conducted qualitative research on self-efficacy according to science teachers' experiences (Park, 2001). In addition, some studies have surveyed the impact of informal science experiences outside the classroom (Bell et al, 2009;Galen, 1993;Parker & Gerber, 2002) and science experiences through mentorship with experts in the field of science (Feldman, 2007;Koch & Appleton, 2007;Markowicz, 2004) on students' cognitive and affective aspects. However, these studies did not analyze students' actual experiences during scientific inquiry activities.…”

Section: Experiencesmentioning

confidence: 99%

Gender Differences in Experiences of 6th-Grade Students Inquiry Activities in the Republic of Korea

Lim,

Kim

2023

JBSE

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Each student's individual experience in learning is very important. Lower secondary school students are engaged in activities that focus on inquiry rather than the acquisition of scientific knowledge in science classrooms. Therefore, the experiences and thoughts of lower secondary school students in the stage of scientific inquiry need to be analyzed. To this end, the internal and external experiences of students in the stages of observation, variable control, and conclusion drawing were analyzed through candle-burning experiments. Seventy-seven 6th-grade students were used as participants. The main activities; main actions; main thoughts; and contribution of actions, consciousness, and emotions were analyzed. No differences were observed in the external and internal experiences of male and female students in each stage of the inquiry activities. There were many cases in which other activities related to the inquiry were carried out in addition to the activities that were mainly performed at the corresponding stage. About 1/4 of the participants had internal experiences unrelated to inquiry. The results showed that interaction needs to be increased by including the variable control stage in the inquiry activities. Given that there were no differences in the external and internal experiences of male and female students, equal inquiry activities without gender discrimination can be achieved. Keywords: internal experience, external experience, inquiry stage, gender difference.

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Section: Experiencesmentioning

confidence: 99%

Gender Differences in Experiences of 6th-Grade Students Inquiry Activities in the Republic of Korea

Lim,

Kim

2023

JBSE

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“…SFs also provide opportunities to use graphical displays to represent their data, claim, and argumentative statements (Paul et al, 2016). Galen (1993) highlighted the value of SF to help students identify their talents and encourage them in scientific endeavors, introduce them into the field of research, and be publicly awarded and recognized. Students identified additional benefits of SF projects as being fun, learning new things, and working with friends (Korkmaz, 2012).…”

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confidence: 99%