Science teacher educators’ opinions about science projects and science fairs

Grote, M. G.

doi:10.1007/bf02614547

Cited by 30 publications

(45 citation statements)

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“…Science fairs, as fun places (Abernathy and Vineyard, 2001;Tortop, 2014), help participants to make experiments at the point of creativity, to develop scientific literacy and to conduct projects (Tortop, 2013a;Jensen and Buckley, 2014). 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).…”

Section: Discussionmentioning

confidence: 99%

“…American Instıtute of Science and Technology held the first student science fair in 1928 (Bellipanni and Lilly, 1999). The first of UK science festivals was the annual conference, that was renamed a Festival of Science in the 1980s and is now the British Science Festival, held by the British Association for the Advancement of Science in 1831 (Buckley and Hordijenko, 2011 When the literature was searched, studies related to science festivals and science fairs were encountered (Grote, 1995;Bunderson and Anderson, 1996;Abernathy and Vineyard 2001;Kankelborg, 2005;Rennie, 2007;Yayla and Uzun, 2008;Bultitude, McDonald and Custead, 2011;Durant, 2013;Mernoff et al, 2017). Extracurricular science activities are encouraged by many researchers.…”

Section: Introductionmentioning

confidence: 99%

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

Keã‡Ecä°¹

2017

Educ. Res. Rev.

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This study was conducted to determine the aims and learning attainments of secondary school and high school students participating in science festivals. A case study approach which is one of the qualitative research methods was used in the research. This study was carried out in the science festival held in Elazığ, Turkey. The sampling consists of 39 students; 19 secondary school students and 20 high school students were selected on a voluntary basis from the secondary and high school students who were visitors of science festival. In the study, semi-structured interview form and demographic information form were used as data collection tool. Data were analyzed with content analysis. In this study, the aim of students participating in science festivals was acquiring new information, a sense of curiosity, applying the knowledge they acquire in everyday life, entering science competitions with new projects they develop from fresh ideas, and having an interest in science. Students express their learning attainments as acquiring new information, expanding their perspectives, learning about the uses of technology, using the information in daily life and exhibiting a positive attitude toward knowledge and nature.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Keã‡Ecä°¹

2017

Educ. Res. Rev.

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“…Although science fairs have been held for many decades and despite some support for them from educators (e.g., Grote, 1995), there is a remarkable paucity of peer-reviewed research findings about them (Abernathy & Vineyard, 2001;Czerniak & Lumpe, 1996;Yasar & Baker, 2003). Of the studies that have been conducted, a few have cast fairs in a positive light.…”

Section: Student Participation In Science Fairsmentioning

confidence: 99%

“…However, some research cast doubt on the character of some judging. It is apparent that some judges often bring -perhaps not unexpectedly -certain biases to their evaluations (DeRosier, 1997;Grobman, 1993;Grote, 1995;McBurney, 1978), including issues such as insufficient backgrounds and biases towards one sort of project over another. For instance, there are reports that some judges actually discourage 'investigative projects' (Smith, 1980;p.…”

Section: Student Participation In Science Fairsmentioning

confidence: 99%

A National Science Fair: Exhibiting support for the knowledge economy

Bencze

Bowen

2009

International Journal of Science Education

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Student-directed, open-ended scientific investigations and invention projects may serve to deepen and broaden students' scientific and technological literacy and, in so doing, enable them to succeed in democracies greatly affected by processes and products of science and technology. Science fairs, events at which student-led projects are evaluated and celebrated, could contribute to such positive personal and social outcomes.Qualitative data drawn from a national science fair over succeeding years indicate (after analyses of largely qualitative data, using constant comparative methods) that, apart from positive outcomes regarding science literacy, there may be some significant issues about the fair that warrant critical review. It is apparent from these studies that there are issues of access, image and recruitment associated with the fair. Qualification for participation in the fair appears to favour students from advantaged, resource-rich backgrounds.Although these students do benefit in a number of ways from the fair experience, it is apparent that science fairs also greatly benefit sponsors -who can, in a sense, use science fairs for promotional and recruitment purposes. These findings and claims raised, for us, some important questions possibly having implications for science education and for society more generally.

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“…De acordo com Grote (1995) e Mann (1984) muitos educadores estimulam a participação dos alunos em atividades científi cas extracurriculares, como em feiras e olimpíadas do conhecimento, como um caminho para os alunos desenvolverem suas habilidades e interesse pela ciência. A mesma opinião é seguida por Bellipanni e Lilly (1999) que afi rmam "se os estudantes seguem uma metodologia científi ca no desenvolvimento de seus projetos e estudos, entenderão mais facilmente os conceitos científi cos".…”

Section: Introductionunclassified

A Olimpíada Brasileira de Física no Estado de São Paulo e a difusão do conhecimento na Universidade de São Paulo

Pereira

Marega

2009

Rev. Cult. Ext. USP

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RESUMOOlimpíadas do conhecimento, tais como a Olimpíada Brasileira de Física, Matemática, Química, Astronomia e Biologia, fi nanciadas por órgãos do governo brasileiro, vêm sendo utilizadas ao longo dos últimos anos como instrumento de divulgação e estimulo ao estudo de ciências e matemática para jovens do ensino médio e fundamental. Desde 2006, o Instituto de Física de São Carlos promove, junto com as atividades regulares da Olimpíada Brasileira de Física no estado de São Paulo, atividades paralelas com o objetivo de divulgar o conhecimento produzido na Universidade para alunos, professores e comunidade em geral. Os resultados obtidos são apresentados e analisados ao longo deste artigo.Palavras-chave: Física. Olimpíada do Conhecimento. Difusão do conhecimento. ABSTRACTScience competitions, such as the Brazilians Physic, Mathematical, Chemical, Astronomy and Biology Olympiads, are becoming popular and every year thousands of students from basic to high schools are attracted to participate motivated by the challenges. These competitions are becoming powerful criteria to evaluate the education system as well. Since 2006 the Instituto de Física de São Carlos is the institution that coordinates the Brazilian Physics Olympiad (OBF) at São Paulo state. Parallel with the regular calendar of the OBF, activities such as: visits, courses, seminars were happens and opened to all community. In this paper we analyze the results of these activities as a way to promote the knowledge dissemination produced in the University.

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Science teacher educators’ opinions about science projects and science fairs

Cited by 30 publications

References 0 publications

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

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

A National Science Fair: Exhibiting support for the knowledge economy

A Olimpíada Brasileira de Física no Estado de São Paulo e a difusão do conhecimento na Universidade de São Paulo

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