The Science Fair: A Supplement to the Lecture Technique

Abstract

From 1984 to 1990, more than 400 students, taught by four different instructors, participated in psychology science fairs as part of their introductory psychology course. A sample of 110 students in upper level psychology courses responded anonymously to a questionnaire assessing their retrospective impressions about their introductory psychology course, current course selections and performance, and future academic plans. Students who had participated in a science fair (n = 30) gave significantly higher ratings than students in other introductory psychology courses (n = 80) to understanding basic principles and their application to everyday life, learning from the instructor and textbook, being prepared for other psychology courses, and having an opportunity to explore topics of interest. Science fair participants also reported exerting more effort in their coursework and being more likely to have taken another course from their introductory psychology instructor. Results suggested that a science fair can provide a unique, valuable, and memorable experience for students.