Abstract

 
 
 This research was undertaken to understand the perceptions of the Physical Sciences teachers who participate in the South African ‘Eskom Expo for Young Scientists’, regarding the educational significance of the science fair, and the extent to which expo participation provides an opportunity for professional development. The educational significance of this article is found in its contribution to the professional identity of teachers in their roles as organisers, mentors and judges. The model of Beijaard et al. (Teach Teach Educ. 2004;20:107–128) was used to characterise the teachers’ professional identity in terms of professional knowledge, attitudes, beliefs, norms and values, as well as emotions and agency. Interviews with the Physical Sciences teachers were analysed using thematic analysis, ultimately interpreting and linking the categories of responses to the theme of professional identity. The study found that expo participation contributes to pedagogical knowledge, content knowledge (as both procedural and declarative or factual knowledge) and pedagogical content knowledge. Self-efficacy beliefs were strengthened, positive attitudes were developed, and strategies of inquiry-based learning and effective methodological instruction were observed during participation, which contributed to the participants’ school-based teaching. Teachers learn both from their engagement with learners, and through networking opportunities with fellow teachers. Teachers themselves value these aspects, and consequently, science fair participation is a sustainable form of professional development. It is recommended that the opportunity for professional development that is provided by teachers’ participation in such school-level science fairs should be acknowledged and promoted by schools and fair organisers.
 
 
 
 
 Significance: 
 
 
 
 Science expos offer professional development to participating teachers and improve learners’ academic performance.
 
 
 
Highlights
In South Africa, academic performance and the improved skills of mathematics and science learners are priorities that the government supports through the Department of Basic Education and the Department of Science and Technology.[1]
While teachers participate in science fairs in various roles, it is not clear why they do so, especially for those who participate over long periods
The five schools were recognised as being amongst the top academic performers in the Gauteng Province, with one of these schools being the top performer in South Africa in terms of the Grade 12 performance of their learners in the recent national examinations
Summary
In South Africa, academic performance and the improved skills of mathematics and science learners are priorities that the government supports through the Department of Basic Education and the Department of Science and Technology.[1] The Department of Science and Technology supports science fair events, which fall under the umbrella of the Eskom Expo for Young Scientists This series of science fairs has taken place at schools at regional and national levels for several decades, having begun with leading high schools in 1980.1,2 The vision of the Eskom Expo for Young Scientists (which we refer to as the Expo) is to encourage the participation of the most innovative and gifted learners across South Africa, from both rural and urban areas[1,3]. It is thought that science fairs help learners to improve in both mathematics and science.[4,5] Science fairs rely on teachers to motivate and assist learners to identify potential projects, and to help them to present their projects. While teachers participate in science fairs in various roles, it is not clear why they do so, especially for those who participate over long periods
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