Science Fair Participation and Understanding of the Nature of Scientific Inquiry
Item
Poster Number
31
Poster Title
Science Fair Participation and Understanding of the Nature of Scientific Inquiry
First Presenter
Emma Wixom
Abstract
Science and engineering fairs are a nearly century old tradition for elementary aged students. Proponents of science fairs point to the opportunity for students to engage in authentic scientific research while building appreciation of science and how scientific knowledge is generated. Others are skeptical of the value of participation, citing parental overreach among potential equity issues as well as the potential for negative experiences in a competitive environment. The purpose of this study is to examine how participation in a school science fair may lead to an increased understanding of one or more of the aspects of the nature of scientific inquiry (NOSI). Participants in the study included fifth grade students who participated in a school science fair in 2021 and fourth grade students who participated in a school science fair in 2022. All participants advanced and competed in the regional science fair in the same year. Participants completed the open-ended Views of the Nature of Scientific Inquiry-Elementary (VASI-E) questionnaire. Responses were transcribed and categorized as naïve, mixed, and informed for each of the aspects of NOSI. Results were compared to published results for elementary, middle school, and high school students. Small advantages were noticed in how science fair participants understand how science uses multiple methods, but otherwise no significant differences were found.
Year
2022
Embargo
embargo
