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

In 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.

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

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.

Expanding STEM Membership: Using Science Process Skills in a Social Justice Curriculum to Combat Stereotype Threats and Build Self-Efficacy in African American Students

10.5590/JERAP.2021.11.1.18Science process skills were scaffolded throughout instruction over the ten-week program. The culminating project included the development, design, and testing of their own independent science fair project. The results reflect an increase in students’ self-efficacy which was evidenced by the students’ preparation and presentation of their projects in the science fair.

Science fairs and the metacognitive phenomenon

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.

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

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.