COSEE-AK Ocean Science Fairs: A Science Fair Model That Grounds Student Projects in Both Western Science and Traditional Native Knowledge

2014 ◽  
Vol 62 (2) ◽  
pp. 166-176 ◽  
Author(s):  
Robin Dublin ◽  
Marilyn Sigman ◽  
Andrea Anderson ◽  
Ray Barnhardt ◽  
Sean Asiqluq Topkok
Keyword(s):  
Western Science ◽  
Science Fair ◽  
Science Fairs ◽  
Ocean Science ◽  
Student Projects

scholarly journals High school science fair: Experiences of two groups of undergraduate bioscience students

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0252627
Author(s):  
Frederick Grinnell ◽  
Simon Dalley ◽  
Joan Reisch
Keyword(s):  
High School ◽  
High School Students ◽  
Medical Center ◽  
Science Research ◽  
School Science ◽  
Medical Institute ◽  
High School Science ◽  
Science Fair ◽  
School Students ◽  
Science Fairs

Science fairs offer potential opportunities for students to learn first-hand about the practices of science. Over the past six years we have been carrying out voluntary and anonymous surveys with regional and national groups of high school and post high school students to learn about their high school science fair experiences regarding help received, obstacles encountered, and opinions about the value and impact of science fair. Understanding what students think about science fairs will help educators make science fairs more effective learning opportunities. In this paper, we focus on the findings with two national groups of post high school students–undergraduate research fellows (SURF students) who did research at UT Southwestern Medical Center during 2014–2019 and undergraduates biology students attending the 2019 Howard Hughes Medical Institute Science Education Alliance (SEA) summer symposium. About 25% of the students who completed surveys indicated that they had participated in high school science fair, but more than half attended high schools where science fairs were unavailable. Effectively, 6 out of every 10 students participated in science fair if available. Students who could have participated in high school science fair but chose not to do so identified not enough time and coming up with their project idea as major reasons why not. About half the SURF students favored requiring non-competitive science fair regardless whether they themselves had participated in science fair. On the other hand, less than 1 in 5 thought that competitive science fair should be required. Introduction to the scientific process and general learning were mentioned most frequently as the reasons to require non-competitive science fair; these reasons were mentioned rarely in connection with competitive science fair. Unlike the national cohort of high school students we surveyed previously, who mostly did science fair in 9th and 10th grades, SURF students participated in science fair throughout high school and were twice as likely as high school students to have carried out science fair more than once. In conclusion, our findings suggest that participation of the undergraduate bioscience majors in high school science fairs occurs far more frequently than recognized previously and provide insights into how these successful college students (gauged by the fact that they are doing summer science research) view science fairs. The findings emphasize further the importance of incentivizing rather than requiring science fair participation, especially in 9th and 10th grades, and the potential value of developing non-competitive science fairs.

The Downfall of the Diorama

Nuncius ◽  
2020 ◽  
Vol 35 (3) ◽  
pp. 660-684
Author(s):  
Sarah Michel Scripps
Keyword(s):  
Twentieth Century ◽  
Progressive Era ◽  
Three Dimensional ◽  
Scientific Representation ◽  
Science Fair ◽  
Visual Medium ◽  
Science Fairs ◽  
Future Science ◽  
American Children ◽  
Philosophical Questions

Abstract Over the course of the twentieth century, millions of American children conducted their first science experiments by participating in science fairs. In tracing the development of a new visual medium of the 20th century – the science fair display – this paper captures the unruliness of scientific representation from a child’s eye view. The essay traces this phenomenon against the backdrop of broader debates regarding the role scientifically inclined youth would play in shaping the nation’s future. Science fairs also raise important philosophical questions regarding the epistemology of children’s experimentation. Over the course of fifty years, three-dimensional dioramas of the Progressive era were supplanted by postwar argument-driven text panels, capturing a distinct rupture in scientific representation. The essay argues that science fair displays provide an entry point for understanding how adolescents conceived of science on visual, material, social, and epistemological terms.

scholarly journals Teacher participation in science fairs as professional development in South Africa

2017 ◽  
Vol 113 (7/8) ◽  
Author(s):  
Clement K. Mbowane ◽  
J.J. Rian de Villiers ◽  
Max W.H. Braun
Keyword(s):  
Professional Development ◽  
Professional Identity ◽  
Content Knowledge ◽  
Teacher Participation ◽  
School Level ◽  
Factual Knowledge ◽  
Science Fair ◽  
Physical Sciences ◽  
Science Fairs ◽  
Positive Attitudes

This research was undertaken to understand the perceptions of the Physical Sciences teachers who participate in the South African ‘Eskom Expo for Young Scientists’, regarding the educational significance of the science fair, and the extent to which expo participation provides an opportunity for professional development. The educational significance of this article is found in its contribution to the professional identity of teachers in their roles as organisers, mentors and judges. The model of Beijaard et al. (Teach Teach Educ. 2004;20:107–128) was used to characterise the teachers’ professional identity in terms of professional knowledge, attitudes, beliefs, norms and values, as well as emotions and agency. Interviews with the Physical Sciences teachers were analysed using thematic analysis, ultimately interpreting and linking the categories of responses to the theme of professional identity. The study found that expo participation contributes to pedagogical knowledge, content knowledge (as both procedural and declarative or factual knowledge) and pedagogical content knowledge. Self-efficacy beliefs were strengthened, positive attitudes were developed, and strategies of inquiry-based learning and effective methodological instruction were observed during participation, which contributed to the participants’ school-based teaching. Teachers learn both from their engagement with learners, and through networking opportunities with fellow teachers. Teachers themselves value these aspects, and consequently, science fair participation is a sustainable form of professional development. It is recommended that the opportunity for professional development that is provided by teachers’ participation in such school-level science fairs should be acknowledged and promoted by schools and fair organisers.

scholarly journals High school science fair: Experiences of undergraduate bioscience majors

2021 ◽  
Author(s):  
Frederick Grinnell ◽  
Simon Dalley ◽  
Joan Reisch
Keyword(s):  
High School ◽  
High School Students ◽  
Medical Center ◽  
School Science ◽  
Medical Institute ◽  
High School Science ◽  
Science Fair ◽  
School Students ◽  
Science Fairs ◽  
National Cohort

AbstractIn this paper, we report findings based on voluntary and anonymous surveys completed by post high school students on bioscience education trajectories -- summer undergraduate research fellows (SURF students) who were doing research at UT Southwestern Medical Center during 2014-2019 and biology undergraduates who participated in the 2019 Howard Hughes Medical Institute annual Science Education Alliance (SEA) summer symposium. About 25% of the students who completed surveys indicated that they had participated in high school science fair, but more than half attended high schools where science fairs were unavailable. Effectively, therefore, 6 out of every 10 students participated in science fair if available. Students who could have participated in high school science fair but chose not to do so identified not enough time and coming up with their project idea as major reasons why not. About half the SURF students favored requiring non-competitive science fair regardless whether they themselves had participated in science fair. On the other hand, less than 1 in 5 thought that competitive science fair should be required. Introduction to the scientific process and general learning were mentioned most frequently as the reasons to require non-competitive science fair; these reasons were mentioned rarely in connection with competitive science fair. Unlike the national cohort of high school students we surveyed previously, who mostly did science fair in 9th and 10th grades, SURF students participated in science fair throughout high school and were twice as likely as high school students to have carried out science fair more than once. Re-evaluation of the national cohort of high school students based on grade level showed that for those doing science fair in 12th grade, about 80% indicated that they were interested in careers in science or engineering up from 50% in 9th grade, and those uninterested in a career dropped from 35% to 3% over the same period. In conclusion, our findings show that participation of undergraduate bioscience majors in high school science fair occurs far more frequently than recognized previously. We emphasize the importance of incentivizing rather than requiring science fair participation and the potential value of developing non-competitive science fairs, especially for students in 9th and 10th grades.

scholarly journals A interface química e arte no desenvolvimento de competências da BNCC

2019 ◽  
Vol 5 (9) ◽  
pp. 310
Author(s):  
Luiz Alberto da SILVA JUNIOR ◽  
Emmanoelle De França Solano Franquilino da SILVA ◽  
Fábio Henrique Galdino dos SANTOS ◽  
Ingrid Walesca Valeriano GONÇALVES ◽  
Luís Fernando Andrade da SILVA
Keyword(s):  
School Management ◽  
Natural Sciences ◽  
Skills Development ◽  
Full Potential ◽  
Science Fair ◽  
Science Fairs ◽  
Knowledge And Skills ◽  
General Evaluation ◽  
Science And Art ◽  
Sono Stati

RESUMONesse artigo procedemos a análise de uma Mostra de Ciências realizada em uma escola pública da cidade do Recife que utilizou o tema Ciência e Arte. A partir dessa interface e considerando as múltiplas potencialidades de feiras de conhecimento, buscamos identificar a partir dos trabalhos expostos, da percepção dos estudantes e da avaliação dos professores de ciências da natureza e do corpo gestor da escola quais competências propostas pela Base Nacional Comum Curricular foram atingidas com a Mostra. Diante da análise, identificamos trabalhos que desenvolveram diversas competências e alguns que não foram capazes de explorar toda sua potencialidade. Como avaliação geral da Mostra, tanto docentes quanto gestores avaliaram positivamente. Dessa forma, foi possível construir conhecimentos e competências além da inteligência lógicomatemática a partir da interface entre Ciência e Arte. Ciência e arte. Competências. Base Nacional Comum Curricular. The Chemistry and Art Interface in BNCC Skills Development ABSTRACT In this article we proceeded to the analysis of a Science Fair in a public school of Recife that used the theme Science and Art. From this interface and considering the multiple potentials of science fairs, we search to identify from the works exposed, the students' perception and the evaluation of the teachers of the natural sciences and the school management which competences proposed by the National Common Curriculum Base were reached with the Fair. With the analysis, we identified works that developed several competences and some that were not able to exploit their full potential. As a general evaluation of the Fair, both teachers and managers evaluated positively. Thus, it was possible to build knowledge and skills beyond logical-mathematical intelligence from the interface between Science and Art. Science and Art. Competences. National Common Curriculum Base.Tra la Chimica e l'Arte nel il sviluppo delle competenze de la Base del Curriculum Nazionale Brasiliano RIASSUNTO In questo articolo abbiamo proceduto all'analisi di una mostra di Scienza trascorsa in una scuola pubblica nella città di Recife, Brasile, che ha utilizzato il tema Science e Arte. Tra le molteplici potenzialità delle fiere della conoscenza, cerchiamo di identificare dall quello esposto, la percezione degli studenti e la valutazione degli insegnanti di scienze naturali e della gestione della scuola quali le competenze proposte dalla Base di Curriculum Nazionale Brasiliano erano state ragiunte. Da le l'analisi, abbiamo identificato lavori che hanno sviluppato diverse competenze e alcune che non sono stati in grado di sfruttare tutto il loro potenziale. Come valutazione generale della mostra, sia gli insegnanti che i dirigenti la hanno valutato positivamente. Quindi, è stato possibile costruire conoscenze e abilità oltre l'intelligenza logico-matematica dall'interfaccia tra Scienza e Arte. Scienza e Arte Abilità. Curriculum Nazionale Brasiliano.  La interfaz química y artística en el desarrollo de habilidades BNCC RESUMEN En este artículo se procedió al análisis de una Feria de Ciencias en una escuela pública de Recife que utilizó el tema Ciencia y Arte. Desde esta interfaz y teniendo en cuenta los múltiples potenciales de las ferias de ciencias, buscamos identificar a partir de los trabajos expuestos, la percepción de los estudiantes y la evaluación de los profesores de ciencias naturales y la gestión escolar, las competencias propuestas por la National Common Curriculum Base. con la feria Con el análisis, identificamos trabajos que desarrollaron varias competencias y algunos que no pudieron explotar todo su potencial. Como una evaluación general de la Feria, tanto los maestros como los gerentes evaluaron positivamente. Por lo tanto, fue posible desarrollar conocimientos y habilidades más allá de la inteligencia lógicomatemática desde la interfaz entre Ciencia y Arte. Ciencia y arte. Competencias Base Nacional Curricular Común.

scholarly journals Science fairs and the metacognitive phenomenon

2021 ◽  
Vol 7 (3B) ◽  
pp. 43-56
Author(s):  
Diógenes Gewehr ◽  
Rogério José Schuck ◽  
Andreia Aparecida Guimarães Strohschoen
Keyword(s):  
Social Development ◽  
Basic Education ◽  
Scientific Research ◽  
Descriptive Statistics ◽  
Phenomenological Method ◽  
Science Fair ◽  
Public And Private ◽  
Science Fairs ◽  
Student Researchers ◽  
Intellectual Skills

This article deals with science fairs as spaces favorable to the evocation of metacognitive thinking fostered by the development of scientific research. It aims to highlight the skills unleashed in student researchers regarding participation in science fairs. It involved ten teachers and 133 students of Basic Education, from public and private networks, approached at a science fair held at a university in RS. Data were collected using a Likert questionnaire and recorded interviews, analyzed using descriptive statistics and the phenomenological method. It was evident that the evocation of metacognitive thinking was present throughout the process of scientific research, which culminated in the science fair. These revealed to be spaces of phenomena, because when constituted, they allow the student to evaluate himself and recognize his own learning, as well as, identify gaps to be improved. Thus, they result in the triggering of intellectual skills, contributing to the personal and social development of student researchers.

scholarly journals As feiras de ciências da UFG/RC: construindo conhecimento

2016 ◽  
Vol 6 (1) ◽  
pp. 91
Author(s):  
Simara Maria Tavares Nunes ◽  
Fernanda Welter Adams ◽  
Scarlet Dandara Borges Alves ◽  
Dayane Graciele dos Santos
Keyword(s):  
Early Childhood ◽  
Private Schools ◽  
Basic Education ◽  
Interdisciplinary Approach ◽  
Primary Objective ◽  
Science Fair ◽  
Public And Private ◽  
Science Fairs ◽  
Daily Work ◽  
Fundamental Education

As Feiras de Ciências da Universidade Federal de Goiás/Regional Catalão (UFG/RC) são eventos de grande relevância, repercutindo de maneira significativa em todo o conjunto de escolas e colégios públicos e privados do município de Catalão e Região. O objetivo primordial deste evento é o de despertar e estimular o interesse de alunos de Ensino Médio, Profissional ou Tecnológico, Fundamental e Educação Infantil de escolas das redes pública e privada pelas Ciências (em geral, em todas as áreas do Conhecimento). Aliás, os grandes diferenciais desta Feira de Ciências são a abrangência de todos os níveis de escolaridade, oportunizando inclusive aos alunos da Educação Infantil e Ensino Fundamental 1 a oportunidade de vivenciar a pesquisa e divulgar seus resultados ao público e a abrangência de área de conhecimento. Outros importantes objetivos são estreitar as relações Universidade-Escola, o que tem sido bem sucedido e permitir que as escolas mostrem na Feira de Ciências os seus projetos em andamento, de forma a valorizar os trabalhos que as escolas já realizam, divulgando-os durante o evento, de modo a dar visibilidade aos trabalhos cotidianos de professores e alunos dentro das escolas. Os estudantes são responsáveis pela execução e apresentação dos trabalhos durante o período de realização da Feira de Ciências. No dia da exposição dos trabalhos, cada um deles é avaliado por uma comissão composta por professores da Universidade, egressos dos programas de pós-graduação da Unidade e professores da Educação Básica com título de Mestre; a avaliação obedece a critérios previamente divulgados como criatividade e inovação; relevância do trabalho; aspecto interdisciplinar; clareza e objetividade na apresentação do trabalho, dentre outros. Tem-se trabalhado desde sempre com a interdisciplinaridade e com o propósito de se agregar todas as áreas do conhecimento. Dentre os resultados alcançados pelas atividades das Feiras de Ciências da UFG/RC, tem - se a participação efetiva da comunidade no evento; professores estimulados a desenvolver atividades de enriquecimento curricular; alunos motivados apresentando um número significativo de projetos para a Feira de Ciências; alunos com desenvoltura para a execução e apresentação de trabalhos científicos e/ou culturais.Palavras-chave: Feiras de Ciências; Formação cidadã; Metodologia diferenciada de ensino. ABSTRACT: The Science Fairs of Federal University of Goiás / Regional Catalão (UFG / RC) are highly relevant events impacting significantly on the entire set of public and private schools in Catalão and Region. The primary objective of this event is to arouse and stimulate the interest of high school, Technology, Fundamental Education and Early Childhood students of public and private schools for Science (all knowledge areas). By the way, the great advantages of this Science Fair is the scope of all levels of education, providing opportunities to Early Childhood and fundamental education students to experience research and disseminate their results to the public, beyond the scope of knowledge area. Other important objectives are to strengthen the University-School relations, which have been successful and allow schools to show in the Science Fair its ongoing projects in order to value the work that schools already perform, publicizing them during the event in order to give visibility to the daily work of teachers and students. Students are responsible for implementing and the presentation of the work in the Science Fair. In the exhibition day of the works, each one of them is evaluated by a committee composed for University teachers, Post-Graduation Egresses of the Unit and Basic Education teachers with master's degree; the evaluation is based on criteria previously published as creativity and innovation; relevance of the work; interdisciplinary aspect; clarity and objectivity in the presentation of the work, among others. It has been working always with interdisciplinary approach and with the purpose to aggregate all knowledge areas. Among the results achieved by the activities of the Science Fairs of UFG / RC, has the effective participation of the community in the event; Teachers encouraged to develop activities for curriculum enrichment; motivated students presenting a significant number of projects in the Science Fair; Students with ease for the execution and presentation of scientific and /or cultural work.Keywords: Feira de Ciências; Citizenship; Differentiated methodology of teaching.

The Study of Animal Behavior Provides Valuable Opportunities for Original Science Fair Projects: Recommendations from The Animal Behavior Society, Education Committee

2017 ◽  
Vol 79 (6) ◽  
pp. 438-441
Author(s):  
Stan Braude ◽  
Susan Margulis ◽  
E. Dale Broder
Keyword(s):  
Animal Behavior ◽  
Science Fair ◽  
Science Fairs ◽  
Living World ◽  
Education Committee

The study of Animal Behavior is critically important in understanding our living world and is a major program within the NSF. For students, animal behavior projects offer the opportunity to explore original questions in a scientifically rigorous manner. However, animal behavior projects are under-represented in science fairs and are often discouraged by teachers and judges. We give a sample of the types of questions that students could explore and we suggest appropriate judging criteria.

scholarly journals A Importância das Demonstrações Químicas para a Feira de Ciências na Escola

2021 ◽  
Vol 22 (4) ◽  
pp. 482-487
Author(s):  
Daniela de Moraes Batista ◽  
Manuel Carlos da Costa da Silva ◽  
Priscila Beleza Cruz ◽  
Carolyne Cristina da Silva Batista ◽  
Viviane Guedes de Oliveira ◽  
...  
Keyword(s):  
Everyday Life ◽  
Learning Process ◽  
Community School ◽  
Science Fair ◽  
State School ◽  
Science Fairs ◽  
Teacher Student ◽  
Scientific Experiments ◽  
Teaching Learning

Resumo As feiras de Ciências são ferramentas muito relevantes no processo de ensino-aprendizagem para o aluno, pois possibilitam a compreensão de conceitos estudados, em sala de aula, por meio de demonstrações experimentais. Desse modo, o presente trabalho teve como objetivo demonstrar experimentos químicos envolvendo a contextualização e a interdisciplinaridade da feira de Ciências na Escola Estadual Plínio Ramos Coelho. Para atender ao objetivo do trabalho foi realizada a feira de ciências no evento intitulado “III Mostra do Saber”, quatro bolsistas do PIBID ficaram responsáveis por confeccionar e executar seus experimentos demonstrativos, sendo todos na área da Química, com intuito de contribuir no processo ensino -aprendizagem dos alunos e sociedade presente no evento, além de envolver a contextualização da cientificidade com o cotidiano também abrange a interação comunidade/escola e professor/aluno. Os resultados obtidos foram satisfatórios, pois os bolsistas do PIBID, alunos da escola e comunidade, em geral, trocaram experiências por meio dos experimentos realizados na Feira de Ciências, proporcionando assim mais conhecimento para todos os participantes. Por fim, conclui-se que por meio do projeto realizado é possível relacionar e compreender conteúdos vistos anteriormente, em sala de aula, por meio de demonstrações químicas, reforçando interações entre comunidade e escola e aproximando mais professor e aluno.Palavras-chave: Experimentos Científicos. PIBID. Química. Abstract Science fairs are relevant tools in the student's teaching-learning process, as they enable the understanding of concepts studied in the classroom through experimental demonstrations. Thus, this project aimed to demonstrate chemical experiments involving the contextualization and interdisciplinarity of the science fair at the Plínio Ramos Coelho State School. To meet the project objective, the science fair was held at the event entitled “III Mostra do Saber”, four PIBID scholarship holders were responsible for making and executing their demonstration experiments, all of them in the chemistry area, in order to contribute to the teaching-learning process of students and society present at the event, in addition to involving the scientificity contextualization with everyday life, it also encompasses the interaction with community / school and teacher / student. The results obtained were satisfactory, since the PIBID scholarship holders, students from the school and the community in general exchanged experiences through the experiments carried out at the science fair, thus providing more knowledge for all the participants. Finally, it is concluded that through the project carried out it is possible to relate and understand content previously seen in the classroom through chemical demonstrations, reinforcing interactions between community and school and bringing the teacher and student closer. Keywords: Scientific Experiments. PIBID. Chemistry.

scholarly journals High School Science Fair: Ethnicity Trends in Student Participation and Experience

2021 ◽  
Author(s):  
Frederick Grinnell ◽  
Simon Dalley ◽  
Joan Reisch
Keyword(s):  
High School ◽  
Black Students ◽  
Student Participation ◽  
School Science ◽  
Fine Tuning ◽  
Lower Percentage ◽  
High School Science ◽  
Science Fair ◽  
Science And Engineering ◽  
Science Fairs

AbstractIn this paper, we report ethnicity trends in student participation and experience in high school science and engineering fairs (science fairs). Science fair participation showed significant ethnic diversity. For survey students, the approximate distribution was Asian-32%; Black-11%; Hispanic-20%; White-33%; Other-3%. Black students made up only 4.5% of the students who participated in science fairs beyond the school-only level, whereas students from other ethnic groups were more equally represented. The lower percentage of Black students resulted from a combination of lower science fair participation and lower percentage of students advancing to science fairs beyond the school-only level. Students who advanced to science fairs beyond the school-only level frequently received help from scientists, coaching for the interview, and were not required to participate in science fair. Black students received the least help from scientists and were most likely to be required to do science fair. They also were most likely to receive no help from parents, teachers, or scientists. Asian and Hispanic students (63.8% and 56.8%) indicated greater interest in careers in science and engineering (S&E) compared to Black and White students (43.7% & 50.7%). The most important experiences that correlated with students indicating that science fair increased their interests in S&E were getting help from the internet and/or books and magazines; getting help fine tuning the report; and overcoming obstacles by doing more background research, making a timeline, and perseverance. Black students did not report a positive effect of any of these strategies but experienced time pressure as more of an obstacle than did other students. Our findings identify a wide range of student experiences associated with positive science fair outcomes that could be enhanced for all students but especially Black students. More involvement of scientists in helping science fair students would be particularly valuable.

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