An Examination of the Features of Science Fairs That Support Students' Understandings of Science and Engineering Practices

Autor/inn/en	DeLisi, Jacqueline; Kook, Janna F.; Levy, Abigail Jurist; Fields, Erica; Winfield, Lukas
Titel	An Examination of the Features of Science Fairs That Support Students' Understandings of Science and Engineering Practices
Quelle	In: Journal of Research in Science Teaching, 58 (2021) 4, S.491-519 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DeLisi, Jacqueline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21669
Schlagwörter	Science Fairs; Hands on Science; Active Learning; Inquiry; Investigations; Science Education; Engineering Education; Teacher Role; Middle School Teachers; Middle School Students; Peer Evaluation; Grade 6 + Suchen Sie Ihr Suchwort? Aktives Lernen; Untersuchung; Naturwissenschaftliche Bildung; Ingenieurausbildung; Lehrerrolle; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	Science fairs have a long history in the United States and internationally. Their implementation varies greatly (Kook et al, 2020), yet few empirical studies have examined the outcomes of these experiences for student learning. Research indicates that authentic scientific inquiry that focus on students' agency in investigations can contribute to students learning (e.g., Houseal, Abd-El-Khalick, and Destefano, 2014). However, teachers have been challenged with implementing inquiry-based investigations (e.g., Anderson, 2007; Harris & Rooks, 2010). As new science standards increase the demand for science investigations in classrooms that afford students opportunities to engage with science and engineering practices (SEPs; NGSS Lead States, 2013), research is needed to understand the role of teachers and how these experiences can contribute to student learning. In this article, we describe the results of a national study that included data from 21 middle school science fairs. Data included observations of 20 science fairs, pre and postscience fair assessment data from 343 sixth grade students, and interviews or focus groups with 131 students, 122 teachers, 16 administrators, and 29 science fair judges. These data enabled the exploration of features of science fairs, including opportunities for students to engage in SEPs and the teachers support for SEPs through the science fair investigations. Findings reveal that science fair implementation varies considerably across schools. HLM analysis indicates that teachers' support for critiquing practices, particularly when it included students' engagement in evaluating the work of their peers, are positively associated with students understandings of SEPs. Qualitative findings highlight the ways in which teachers structured students' experiences and supported their enactment of SEPs as they conducted their science fair investigations. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01