Science Fairs: What Are the Sources of Help for Students and How Prevalent Is Cheating?

Abstract

This study examined the sources and kinds of help that students who were required to participate in science fairs considered fair and reasonable and the kinds of help they actually received for their project. In addition, the possibility of cheating was explicitly probed. A previously reported gap between potential and actual sources and kinds of help was confirmed, and 5 of the 24 students whose participation was required in a science fair admitted to making up their data or results. Pressure of time was the most highly reported obstacle faced by all students. Although 5 students cheated, one demonstrated a strong sense of right and wrong, but all the students who cheated lacked or did not make use of adaptive strategies.

Evaluation of a High School Science Fair Program for promoting Successful Inquiry-based Learning

“…Students face obstacles such as time limitations, pressure to succeed, motivations other than curiosity, fear of failure, and challenges in acquiring the skills necessary to complete their project (Czerniak 1996, Czerniak and Lumpe 1996, Pyle 1996. However, research suggests that appropriate guidance from mentors and teachers, availability of resources, and "socio-psychological support" can support a successful IBL experience for students (Akinoglu 2008, Syer andShore 2001).…”

“…Syer and Shore (2001) surveyed 24 Canadian high school students involuntarily enrolled in their school science fair in order to determine the types of help that students received (and were aware of) during the process, the challenges they faced, and what measures they took to overcome them. Specifically, the researchers wanted to take a closer look at pressures to succeed, and the potential for cheating in science fairs.…”

The aims and learning attainments of secondary and high school students attending science festivals: A case study

“…Science fairs promote interest in science (Vazquez, France and Perkins, 1994), promote enthusiasm about science, benefit students about communication and scientific skills (Fisanick, 2010), give students the opportunity to interact with other students interested in science (Grote, 1995), increase in students' attitude towards science course (Yıldırım and Şensoy, 2016), help the students to think critically (Tortop, 2014). There are negative effects besides positive effects especially in the literature due to the competition environment of science fairs in particular (Wang and Yang, 2003), dishonesty (Tortop, 2013b), apprehension (Fisanick, 2010) and cheating in science fairs (Syer and Shore, 2001). The participant students did not mention a negative effect in this study.…”

Dishonesty in the biochemistry classroom laboratory: A synthesis of causes and prevention

“…Ritchie and Rigano [18] suggested reducing the total number of laboratories performed, using alternative forms of record keeping, such as reflective journals, instead of formal laboratory reports, and not grading on the basis of “accuracy” as ways to discourage the fudging of data but offer no theoretical support for their suggestions. In a study that supplements data collected on academic misconduct in the classroom laboratory, Syer and Shore [19] examined the amount of data fabrication or copying that occurred at science fairs. Surprisingly, 21% of the students admitted to making up either their data or their results.…”