Pre-college student participation in science fairs, robotics competitions, computing contests and other science, technology, engineering, and mathematics (STEM) competitions increases every year in...

The influence of students’ participation in STEM competitions on their interest in STEM careers

https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21580

Gender differences in mathematics and science competitions: A systematic review

Practical independent research projects (IRPs) are a feature of school science in a number of countries To assess the impact of IRPs on students, a systematic review of the literature was undertaken Thirty-nine papers met the review inclusion criteria, reporting on work from twelve countries The review indicates that IRPs are often associated with wider initiatives such as authentic science, problem-based learning, and project-based learning There is considerable variability in the nature of IRP work in relation to focus, models of provision, assessment, the involvement of external partners such as universities and employers, and funding, and this diversity affects judgements on the quality of the evidence base on impact The majority of the research reviewed explored areas such as conceptual understanding, motivation to study science once it is no longer compulsory and attitudes to science, and the development of practical skills Benefits were identified in relation to the learning of science ideas, affective responses to science, views of pursuing careers involving science, and development of a range of skills Studies focusing on traditionally under-represented groups indicated that such students felt more positive about science as a result of undertaking IRPs The review findings indicate that further work is needed to enhance the quality of the available evidence, to consider the ways in which IRPs can be validly assessed, to explore more fully the potential benefits for traditionally under-represented groups, and to explore more fully the potential longer-term benefits of participation in IRPs at high school level

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2018.1511936

Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students.

Experiments are essential for both doing science and learning science. The aim of the German youth science fair, Jugend forscht, is to encourage scientific thinking and inquiry methods such as experimentation. Based on 57 interviews with participants of the competition, this study summarises students’ conceptions and steps of learning about experimentation, taking into account age disparities. Five distinct subdomains of learning were identified in which learning processes may occur. These subdomains are procedure, purpose, material, control, and time. The three separate age groups used slightly different concepts but all the participants took the same or very similar steps of learning independent of their age. Two main reasons for conceptual developments could be detected: Firstly, the participating students had the opportunity to work using methodology similar to the commonly accepted scientific path of knowledge. Secondly, due to communication processes during the competition, a purposive refle...

Learning Experimentation through Science Fairs.

We have developed the traditional science fair format into an ocean science fair model that promoted the integration of Western science and Alaska Native traditional knowledge in student projects f...

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

This study of students competing in the 2009 Massachusetts State Science & Engineering Fair investigates the role gender played in students' participation, choice of science field, award of prizes, and mentioning inspiring teachers. Females made up 62% of the participants and were more likely to enter projects in biology and in earth/space/environmental sciences, whereas males were more heavily represented in engineering. Girls and boys were equally likely to receive an award. Nearly half of both the girls and the boys reported having an inspiring teacher, but this was not associated with greater student success. Furthermore, for girls, the gender of the inspiring teacher did not influence the chances of winning an award.

Mish Michaels

Papers

Gender Aspects of Participation, Support, and Success in a State Science Fair