This Session focuses on Science Fairs, and the field of Physical Science which is typically chosen by students for science fair demonstrations.
First, a bit of background…There are few opportunities for schools to offer students additional activities that are science related when compared to the favored arts and sports extracurricular activities often sponsored by the local school PTA/PTO organizations. Science Fairs, however, are an exception.
That being said, many students select to participate with their families in science fair projects, oftentimes based upon physical science topics such as electricity, magnetism, water cycles, minerals/rocks/volcanos, among others. Students attempt to demonstrate their understanding of many physical science facts with the choice of their science fair experiments/explorations or demonstrations…
How familiar are you with some of these facts?? This is a judgement-free zone!! Don’t feel bad if you feel a little rusty! Each time I read through them, I feel more in control of the vocabulary and processes. Take the time now (if you have not already done so) and read through the Physical Science PPTs provided as well as explore the Essential Science for Teachers website that has videos and information on various topics. It is definitely a helpful review…
Next, read through Chapters 5, 6 and 7 in our text as well as the Craven and Hogan article that points out some of the pitfalls of Science Fairs. Then, take a moment to imagine you are responsible for organizing and conducting the Science Fair EXPO in your elementary school building.
Now you are ready to respond to the prompts:
How would you assist students to create meaningful problems worth exploring through their hands-on science fair project?
Do you see it turning into more than just a science exploration when parents are involved and the threat of competition ever-looms??
Do you think that students really understand the science behind their results? How can you tell? What assessment elements do you think should be used to assess each student’s project, and more importantly, their understanding of the scientific principle/process they are attempting to demonstrate??
Our text explains claim-evidence-reasoning framework (Ch. 7) – Can you describe it, and do you think it should be used by students describing their project to others? How might current science fair practices at schools be adapted to make better use of this framework?
What is your experience with science fairs? Did you personally ever enter one? If you have children in your family life, have they participated? What are some of the reasons for encouraging students to participate?
