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Journal of Science Education and Technology

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12-03-2021

Getting Everyone to the Fair: Supporting Teachers in Broadening Participation in Science and Engineering Fairs

Authors: Joni M. Lakin, Mary Lou Ewald, Emily E. Hardy, Paul A. Cobine, Janie G. Marino, Allen L. Landers, Virginia A. Davis

Published in: Journal of Science Education and Technology | Issue 5/2021

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Abstract

Science and Engineering (S&E) fairs are a valuable educational activity and are believed to increase students’ engagement and learning in science and engineering. However, due to differences in resources, many schools do not implement fairs to achieve these benefits for their students. This study reports the findings of a program intended to increase the participation of students from low-achieving and under-resourced schools in a regional fair program that feeds into the international fair competition. We found that the number of schools and projects participating in our regional fair increased dramatically since the start of the program. Teachers had mostly positive expectations for the project and expressed buy-in for the effort the project would take. They recruited a diverse pool of students to participate in the school fairs. Quasi-experimental methods allowed us to explore the impact of completing S&E fairs on student gains on science self-efficacy, interest and value perceptions. Controlling for pre-existing differences in these attitudes, we found that students not completing projects showed declines in their science attitudes during the year. Students who completed projects maintained similar attitudes, while those whose projects advanced to the regional fair had substantial gains on all three variables. It is unknown whether this gain can be attributed to the experience of engaging with a quality project, from being the kind of student who completes a quality project, or some other factor. Future research with greater experimental control could address these questions.

previous article Science Motivation and Achievement Among Minority Urban High School Students: an Examination of the Flipped Classroom Model

next article Using Students’ Conceptual Models to Represent Understanding of Crosscutting Concepts in an NGSS-Aligned Curriculum Unit About Urban Water Runoff

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One intervention we located after conducting our study was carried out with teachers in Turkey (Akçöltekin, 2016).

We should note that ‘canned’ experiments and demonstration are too common in many S&E Fairs. These do not engage authentic inquiry where students must pose a scientific question and collect and analyse data to address it.

Some of the conditions included making the projects optional and having teacher support in completing the project.

The 2020 fair took place prior to most school closures due to the COVID-19 pandemic, but some schools had begun to restrict off-campus activities.

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Title: Getting Everyone to the Fair: Supporting Teachers in Broadening Participation in Science and Engineering Fairs
Authors: Joni M. Lakin
Mary Lou Ewald
Emily E. Hardy
Paul A. Cobine
Janie G. Marino
Allen L. Landers
Virginia A. Davis
Publication date: 12-03-2021
Publisher: Springer Netherlands
Published in: Journal of Science Education and Technology / Issue 5/2021
Print ISSN: 1059-0145
Electronic ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-021-09910-7

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