Abstract
Comparing the Science Festival Attitudes Oof Students Participating as Observers in School Science Fairs
Highlights
IntroductionCountries have given importance to studies on improving science education
The sample of the research consisted of 531 (268 female, 263 male) secondary school students of four different schools in different provinces of Turkey that are participated in science fairs supported by the 4006-TUBITAK Science Fairs Call program
It is tested whether there is a meaningful difference between the mean scores of science festival attitude scale of secondary school students of four different secondary schools
Summary
Countries have given importance to studies on improving science education. Non-school learning environments can support students' development of transferable 21st century skills and help them to be educated as science literate individuals. Non-school learning environments such as science festivals, science olympiads and science fairs support the lifelong learning skills of students (Bruce & Bruce, 2000). These events are organized in different definitions and contents from country to country. Science olympics are organizations that team work is the significant rather than individual experiences (Abernathy & Vineyard, 2001). Their contents are different, the purpose of these activities is usually the same. Acquiring a better comprehension of the processes of science, developing critical thinking skills, promoting interest in science, group learning and teamwork, increasing scientific literacy, improving student's scientific knowledge, contributing to positive developments in the perspectives of the participants on knowledge, scientific studies and scientists with various applications and to facilitate participation in a scientific community are among the purposes of these organizations in literature (Wartinger, 1999)
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