Science Fair Research Articles

High school science fair: School location trends in student participation and experience.

The findings reported in this paper are based on surveys of U.S. high school students who registered and managed their science and engineering fair (SEF) projects through the online Scienteer website over the three years 2019/20, 2020/21, and 2021/22. Almost 2500 students completed surveys after finishing all their SEF competitions. We added a new question in 2019/20 to our on-going surveys asking the students whether their high school location was urban, suburban, or rural. We learned that overall, 74% of students participating in SEFs indicated that they were from suburban schools. Unexpectedly, very few SEF participants, less than 4%, indicated that they were from rural schools, even though national data show that more than 20% of high school students attend rural schools. Consistent with previous findings, Asian and Hispanic students indicated more successful SEF outcomes than Black and White students. However, whereas Asian students had the highest percentage of SEF participants from suburban vs. urban schools- 81% vs. 18%, Hispanic students had the most balanced representation of participants from suburban vs. urban schools- 55% vs. 39%. Differences in students' SEF experiences based on gender and ethnicity showed the same patterns regardless of school location. In the few items where we observed statistically significant (probability < .05) differences based on school location, students from suburban schools were marginally favored by only a few percentage points compared to students from urban schools. In conclusion, based on our surveys results most students participating in SEFs come from suburban schools, but students participating in SEFs and coming from urban schools have equivalent SEF experiences, and very few students participating in SEFs come from rural schools.

Transition to Virtual Judging for In-Person Elementary School Science Fairs

Transition to Virtual Judging for In-Person Elementary School Science Fairs

An idea to explore: Engaging high school students in structure-function studies of bacterial sortase enzymes and inhibitors - A comprehensive computational experimental pipeline.

High school science fairs provide an exceptional opportunity for students to gain experience with scientific research, and participation has positive outcomes with respect to chosen careers in the sciences. However, it can be challenging to engage high school students in university-level research outside of formal internship programs. Here, we describe an experimental pipeline for a computational structural biology project that engages high school students. Students are involved at every step of the investigation and utilize freely available software to dock inhibitors onto protein homologues, and then analyze the resulting complexes. Bacterial sortases are transpeptidases on the cell surface of Gram-positive bacteria and are a potential target for the development of antibiotics. Students modeled inhibitors bound to sortases from several organisms, asking questions about affinity and selectivity. Their project was ranked in the top 10% at both regional and state science fairs. This project design is easily adaptable to countless other protein systems and provides a pipeline for collaborative high school student/university professor inquiry.

Reconstructing the early history of the theory of heat through Fourier’s experiments

We present a project for undergraduate students illustrating the historical path that led to the foundations of the early theory of heat developed by Joseph Fourier. It is based on the reconstruction of 12 key experiments carried out by the French scientist to acquire significant results about heat already known from previous authors, as well as to investigate the relevant parameters ruling heat propagation in media. Upon this empirical evidence, Fourier was able to elaborate his celebrated heat equation that he applied to a number of different problems, whose solution led to predictions and consequences to be tested in further observations. The dominant experimental activity of the project was complemented by a dedicated theoretical one, aimed at illustrating how physical evidences entered into the theoretical framework behind Fourier’s heat equation. The project ended with a dissemination activity, which resulted both in the realization of 12 videos illustrating the experiments performed (available on the YouTube platform) and in the presentation of the whole project to other students and the general public at science fairs and similar events.

Innovation, a Skewed Balance Between Old and New—Lessons From My Journey to Compressive Antenna Arrays [Young Professionals

Participating in local science fairs was a highlight of my school years, teaching me about scientific investigation and discovery from a young age. A design-focused project greatly influenced my decision to pursue a career in engineering, and I only recently started appreciating the link between my experience at science fairs and my present passion for research, writing, and public speaking.

Young generation is a boat for carrying and distributing the knowledge of science, health, and everything: How might they grow up?

The young generation is a driving force for family, society, nation, and the world. Bangladesh has a young population with ~34% that are aged 15 and younger.Globally, about 25 percent of the world is under 15 years of age, and the total world population estimated by the United Nations has exceeded eight billion in mid-November 2022.These huge numbers of the young generation must grow up properly. UNCTrust organized two events (“Health Camp” and “Science Fair” in May 2022) in the villages of RamshilUnion under Kotalipara, Gopalganj, Bangladesh.It was remarkable that everyone, mainly the young generation, participated and completed their work according to the instructions,nicely. Two hundred fifty-three people (166 females and 87 males) got their treatment, from ages 2 to 90 years old, under the UNCTrust Health Camp program. There were four groups based on their ages: I. Pediatric Group, PG (&gt; 0 to 14 years); II. Young Group, YG (15 to 47 years); III. Middle Age Group, MAG (48 to 63 years); and IV. Elderly Group, EG (≥64 years) people. The major health problems of the participants in this program are asthma, blood pressure, and heart problems.The Pediatric Group was mainly suffering from asthma, in PG, 20% females but 64% males; YG, 57% females and 54% males; MAG, 50% females and 67% males; and EG, 14.81% females and 67% males are suffering due to asthma.Including all groups, the males are suffering more than the females with asthma.Specially, the males of the pediatric and elderly groups are suffering significantly more than the females of the same age group with this disease. But the females are suffering more than males with blood pressure.The elderly group (EG; specially females) has a significantly higher percentage (11%) of diabetic patients compared to the other age groups.

Analysis of Research in Earth Science at the Science Fair Using the Semantic Network Analysis: Focus on the Last 21 Years (2000-2020)

Analysis of Research in Earth Science at the Science Fair Using the Semantic Network Analysis: Focus on the Last 21 Years (2000-2020)

Tracking patterns in secondary students’ intention to major in STEM

ABSTRACT The purpose of this study is to investigate howHarmony Public Schools' (HPS) ’ Class of 2024 high school students’ current selves (high school experience, math and science efficacy, parent, and teacher expectations) affect to possible future selves (i.e. choosing a science, technology, engineering, and mathematics [STEM]-major in college). 1464 tenth grade students participated in the study. We utilised logistic regressions for the study. It was found that males are 1.9 times more likely to consider STEM majors in college. African American students are least likely to choose STEM majors compared to all other ethnicities. Students who had STEM professional relatives are more likely to choose a STEM major in college. Students with higher self and parent encouragements are 1.2 and 1.3 times more likely to select a STEM major after graduation, respectively. Students with more STEM club participation, more STEM competitions (e.g. science fairs, mathematics Olympiads etc.), and higher GPA scores are more likely to plan majoring in STEM areas in college compared to less of each. Finally, students with higher math self-efficacy and science self-efficacy scores are 1.3 and 1.5 times more likely to choose a STEM-related area in college compared to students with lower math and science self-efficacy scores.

RGB-LED-PHOTOMETER AND THE DIGITAL IMAGE-BASED METHOD USING A SMARTPHONE FOR CHEMISTRY AND PHYSICS TEACHING

This work describes the analysis of molecular spectroscopy in the UV/Vis region, as well as the study of transmittance, absorption, and reflectance phenomena in an undergraduate class using an LED (light emitting diodes)-photometer and digital image-based (DIB) method using a smartphone to compare with a benchtop spectrophotometer and literature data employing paired T-test for 95% confidence. The novelties of this work are focused on the use of simple, low-cost, and portable analytical instrumentation, based on an RGB-LED photometer and DIB using a smartphone, for teaching Chemistry to undergraduate classes. Moreover, discussions were held on concepts related to the Beer-Lambert law, spectroscopy, pH, equilibrium shift, and calculation for determining the equilibrium constant and pKa of bromothymol blue, which was used as proof of concept. The advantages are the use of low-cost instrumentation for teaching Chemistry, students’ access to concepts, such as radiation source, photodetector, transmittance calculation from analog data, regulation of the power of the light emitted by the LED, and details to understand the interaction between matter and light were described by undergraduate students in Physics and Chemistry throughout the course of Experiments in Thermodynamic and Chemical Equilibrium. The better understanding of theoretical concepts and the possibility of taking the RGB-LED-photometer and DIB instrumentation to schools, exhibitions, science fairs, and Chemistry teaching meetings were pointed out by students as the main advantages of the instrumentation and methods described.

High-Schoolers Receive ASA Awards at the 2023 International Science and Engineering Fair

High-Schoolers Receive ASA Awards at the 2023 International Science and Engineering Fair

AWWA Water Science Author Spotlight

<i>AWWA Water Science</i> Author Spotlight

Determining Teacher and Student Opinions on Mathematics Projects at TÜBİTAK 4006 Science Fair

Bu çalışmanın amacı, TÜBİTAK 4006 Bilim Fuarında yer alan matematik projelerine yönelik matematik projelerinde görevli öğretmen ve öğrenci görüşlerinin belirlenmesidir. Çalışma 2021-2022 eğitim-öğretim yılının 2. döneminde TÜBİTAK 4006 Bilim Fuarı düzenlenmiş bir ortaokulun matematik projelerinde görevli öğretmen ve öğrenciler ile yürütülmüştür. Çalışmada amaçlı örnekleme yaklaşımı yoluyla TÜBİTAK 4006 Bilim Fuarında yer alan 3 ayrı matematik projesinde görevli olan 3 öğretmen ve 9 öğrenci seçilmiştir. Araştırma nitel araştırma yöntemlerinden olgu bilim (fenomenoloji) deseninde gerçekleştirilmiştir. Çalışmada veri toplamak için araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmış ve içerik analizi ile değerlendirilmiştir. Elde edilen sonuçlar doğrultusunda öğrenciler tarafından TÜBİTAK 4006 Bilim Fuarında yer alan matematik projeleri için olumlu tutum ve beceriler kazandıkları görüş belirtildiği, öğretmenler tarafından ise öğrencilere birçok katkısı olmasının yanında ekonomik olarak yetersiz olduğu, tekrar katılmak istenmediği ve iyileştirmelerin yapılması gerektiği gibi görüşler ifade edilmiştir. Çalışmanın sonunda TÜBİTAK 4006 Bilim Fuarında yer alan matematik projelerine yönelik öğrenci ve öğretmen görüşleri tartışılmış ve çözüm önerileri sunulmuştur.

The participation of students with disabilities in science fairs: the relation between playfulness and learning

Science Fairs have the potential to provide the inclusion of students with disabilities. Thus, the aim of this work is to present reports and reflections on the participation of students with disabilities in Science Fairs. The playful character present in this event and the development of students with disabilities were evaluated. The data construction instruments were: participant observation and semi-structured interview with two students with disabilities who participated in a Science Fair at the school and in the Science Fair of the Federal University of Catalão, a regional event held annually. The influence of the environment and social relationships through the student's experiences in activities determine their development. The results showed the success of the experience, as evidenced by the narratives of the participants, who expressed motivation, interest, and pleasure in participating in the Science Fairs, allowing them to be autonomous, to appropriate knowledge in a critical, pleasurable way, learning to communicate, and, mainly, improving their self-esteem. Thus, it is concluded that Science Fairs are playful activities capable of providing the appropriation of knowledge in an autonomous and pleasant way to students with disabilities.

A multiple case study to understand how students experience science and engineering practices

The Next Generation Science Standards (NGSS), amid recent shifts in science curriculum, call for students to learn science through the practices of scientists and engineers (science and engineering practices, or SEPs). SEPs, related to inquiry learning, are ways students learn science content by doing science. Students have varied experiences learning science and engineering practices, including exposure in the classroom, from media, and in science fairs. Using a qualitative, multiple case study design, we analyzed public school educators’ and middle and high school students’ (ages 12–18) interview transcripts about learning through the science and engineering practices. Findings demonstrate that students learn different aspects of science and engineering practices during both in school and out-of-school science learning. Several transcending themes emerged from our interview data leading to recommendations for educators. Specific science and engineering practices might be better leveraged to introduce students to scientific research, students saw themselves as scientists leading to development of science identity while learning through SEPs, the relevancy of their work drove student learning, and resiliency was important during many of their learning experiences.

Evaluation of 4006 TUBITAK Science Fairs in Terms of Science Teachers

In recent years, the organizations of the science fairs at schools have been emphasized on. Science fairs are important since students' perceptions, attitudes, and achievements towards sciences are affected positively by the science fairs. It is important to carry out studies for science fairs and follow up this process in this context. This study aims to evaluate the effectiveness of the 4006 coded TUBITAK science fairs and the problems experienced by sciences teachers during the preparation and implementation stages of the fair. For this purpose, the study was carried out within the framework of the Phenomonographic approach, which is one of the qualitative research methods. The study group consists of 20 sciences teachers who participated in the support program of TUBITAK science fairs coded 4006 in the 2018-2019 academic year in Istanbul. In the study, a semi-structured interview form was used as a data collection tool. When the interview form was examined; It was determined that the majority of the teachers participating in the study demonstrated positive thoughts towards 4006 TUBITAK science fairs. Teachers stated that students who participated in science fairs developed skills such as imagination, active participation, self-confidence, socialization, work awareness, and responsibility.

Investigation of the Effects of the TÜBİTAK Science Fairs on Middle School Students' Science Process Skills

Bu çalışma bilim fuarlarının ortaokul öğrencilerinin bilimsel süreç becerileri üzerindeki etkisini araştırmak amacıyla gerçekleştirilmiştir. Çalışma, deney ve kontrol gruplu yarı deneysel desen kullanılarak yapılandırılmıştır. Deney grubundaki öğrencilerin bilim fuarlarına katılmaları, bilim fuarına yönelik proje hazırlamaları ve bu projeleri sunmaları sağlanmıştır. Aynı zamanda iki grupta da mevcut öğretim programına uygun dersler sürdürülmüştür. Çalışmada veri toplama aracı olarak “Bilimsel Süreç Becerileri Testi” kullanılmış ve bu araç ön test ve son test olarak her iki gruba da uygulanmıştır. Toplanan verilerin analizinde SPSS 24 programı kullanılmıştır. Normal dağılım gösteren verilerin analizinde bağımlı gruplar t testi uygulanmıştır. Deney grubunun bağımlı gruplar t testi sonuçlarına göre grubun bilimsel süreç becerilerinde istatistiki olarak anlamlı düzeyde değişim mevcuttur. Ancak kontrol grubunun bilimsel süreç becerilerinde anlamlı bir farklılık yoktur. Dolayısıyla 4006 kodlu TÜBİTAK bilim fuarları boyunca proje hazırlama ve sunma süreçlerinin öğrencilerin bilimsel süreç becerileri üzerinde olumlu etki gösterdiği belirlenmiştir. Mevcut sistemle işlenen derslerin aynı etkiye sahip olmadığı görülmüştür.

High School Science and Engineering Fairs: Lessons Learned

High School Science and Engineering Fairs: Lessons Learned

Development of Science Research Culture in Basic Education: A Theory Generation

Science research culture in basic education can be associated with science investigatory projects (SIPs). In relation to this, the paper establishes a theory on the development of SIP culture in basic education utilizing theory generation through axiomatic deductive approach based on steps prescribed by R. Padua (personal communication, November 17, 2014) which creates the theory that basic education institutions contribute to high productivity in SIPs. Simply because humans and non-human resources along with quality Science instruction are needed to yield such productivity. These attributes, resources, and Science instruction foster SIP culture. These are crucial aspects as schools capacitate students and teachers, produce the SIPs, and eventually disseminate these projects in science fairs.

Building bridges between science and society: new approaches to increase public understanding of Nuclear Technology / Construção de pontes entre ciência e sociedade: novas abordagens para aumentar a compreensão pública da Tecnologia Nuclear

There is still great misinformation about the beneficial uses of radiation and the issue divides public opinion in Brazil and worldwide. Education and communication are crucial to increase public knowledge and understanding of the benefits of nuclear technology. Therefore, this paper presents two initiatives to reach teachers and students throughout Brazil, educating educators, combating misinformation and encouraging scientific and technological research. Taking advantage of the growing impact of Internet, the web-based educational project RadioAtividades (RadioActivities) aims the dissemination of nuclear technology contents for teachers and students of Elementary and Secondary Education. The content includes curiosities, interactive exercises and short courses that comprise the various aspects of the beneficial applications of nuclear technology. Furthermore, the website offers pedagogical support for teachers to enhance educators understanding of Nuclear Technology issues. The Nuclear Energy Museum of Federal University of Pernambuco is an educational initiative to teach nuclear energy applications in medicine, industry, agriculture and electric power generation. Moreover, the museum offers an interactive space that invites teachers and students to learn and search through exhibitions, interactive experiments, courses and participation in science fairs. Making use of modern educational concepts, the museum aims to improve public understanding of nuclear science, demystifying paradigms and prejudices and encouraging the development of critical thinking. These educational initiatives aim to provide trustworthy information, reaching children and teenagers, as well as their parents and teachers, who are most often unaware of the matter. Both projects have been carefully monitored, collecting important reference data about visitors’ profile, suggesting new possibilities to approach society to nuclear technology.

Creative Potential in Science: Conceptual and Measurement Issues.

This paper examines the concept of creative potential as it applies in science. First, conceptual issues concerning the definition of creative potential are explored, highlighting that creative potential is a moving target, and measures of creative potential are estimates of future behavior. Then three main ways to detect creative potential are examined. First, a person’s previous accomplishments in science can be analyzed. These accomplishments can be regarded as predictors of future creative performance. Second, science talent competitions can help to detect creative potential in children and adolescents. There are particular types of talent competitions differing from each other by the extent of focusing on individual (e.g., Science Fairs) or collaborative (e.g., Science Olympiads) work. Third, to measure an individual’s creative potential, psychometric tools such as Creative Scientific Ability Test (C-SAT), Test of Scientific Creativity Animations for Children (TOSCAC), and Evaluation of Potential Creativity (EPoC) can be used. These tools are conceptualized in terms of two scientific activities: hypothesis generation and hypothesis testing. In a final section, these three types of measures are placed in a novel time-space framework as applied to creative potential. Suggestions for future work are also discussed.