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effectiveness of science fairs in support-ing student learning and attitudes toward STEM is scant. There are a few studies that relate interest in science to the pur-suit of a science career (Archer, et al., 2010; Riegel-Crumb, Moore, & Ramos-Wada, 2011; R.D. Simpson, et al., 1994), but none explicitly mention science fair
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Dec 1, 2017 · Books and guides to assist students and parents in conducting successful projects are common; a search for "science fair" at a community library yielded over 50 titles. However, the research base regarding the effectiveness of science fairs in supporting student learning and attitudes toward STEM is scant.
Mar 12, 2021 · The science education field is also increasingly recognizing the important role of affect and attitudes towards learning, including interest, utility-value and self-efficacy for the domain (Fortus, 2014; Guo et al., 2017; Wigfield & Eccles, 2000). Evidence suggests that S&E fairs improve students’ attitudes towards science and engineering.
- Joni M. Lakin, Mary Lou Ewald, Emily E. Hardy, Paul A. Cobine, Janie G. Marino, Allen L. Landers, Vi...
- 10.1007/s10956-021-09910-7
- 2021
- J Sci Educ Technol. 2021; 30(5): 658-677.
Science fair participation increased student understanding of science inquiry, and positively influenced the attitudes of the majority of students in the study toward STEM courses and careers. The strengths of the science fair programs were a focus on science inquiry as well as student choice in choosing and carrying out projects.
- Kathleen M. Schmidt, Paul Kelter
- 2017
Sep 17, 2024 · This meta-analysis explores the impact of informal science education experiences (such as after-school programs, enrichment activities, etc.) on students' attitudes towards, and interest in, STEM disciplines (Science, Technology, Engineering, and Mathematics). The research addresses two primary questions: (1) What is the overall effect size of informal science learning experiences on students ...
Feb 4, 2021 · For some of NA students, science fair allowed them to pursue STEM fields because they wanted to add to the sparse population of Native scientists. My main driving force behind being NA and in wanting to do SEFs is looking back on the reservation and seeing that there isn't a whole lot of people in STEM fields coming out of any reservation.
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Aug 10, 2018 · The most common reasons given for not requiring C-SF were no enjoyment and no interest in competing. On the other hand, student attitudes towards requiring non-competitive science fair (NC-SF) were nuanced and ranged as high as 91%, increasing with student maturation, science fair experience, and STEM track.
