View in EDS HTML Full Text PDF Full Text

No Blue Ribbon

Saved in:
Bibliographic Details
Title: No Blue Ribbon
Language: English
Authors: Wilsey, Matthew, Kloser, Matthew
Source: Science Teacher. Nov 2015 82(8):53-59.
Availability: National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Peer Reviewed: Y
Page Count: 7
Publication Date: 2015
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Evaluative
Education Level: Middle Schools
Secondary Education
Junior High Schools
High Schools
Descriptors: Science Fairs, Student Projects, Middle School Students, High School Students, Cooperative Learning, Scientific Methodology, Socioeconomic Status, Inquiry, Investigations, Standards, Scientific Concepts, Student Participation
ISSN: 0036-8555
Abstract: Imagine middle and high school science classes without a science fair. Participation in science fairs is declining (Harmon 2011), a trend that some teachers, parents, and students find disturbing. The authors opine that the decline in science fairs calls for critically reviewing the potential disconnect between the aims and outcomes of science fairs. All science fair providers should ask: Do participants engage in a diverse, creative, social, and exciting scientific community of practice? In the authors' experience, too many science fair projects overemphasize experimental design, underemphasize the development and testing of theoretical models, and unintentionally widen the gap between students from privileged and impoverished backgrounds. To promote reform, this article presents five critiques of traditional science fairs and offers two alternatives that reflect the practices and crosscutting concepts described in "A Framework for K-12 Science Education" (NRC 2012) and the "Next Generation Science Standards" (NGSS Lead States 2013).
Abstractor: ERIC
Number of References: 16
Entry Date: 2016
Access URL: https://www.nsta.org/publications/browse_journals.aspx?action=issue&thetype=all&id=102728
Accession Number: EJ1120469
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFz27pBU9rniUerCSEdf2c1AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDNuCD7VTa0Lxi1SjiAIBEICBm-27apuSToZnhw3sA5oqXKmyo_9XqXtbHk4Oe2KDLxGclsKmD2bDH1zGGKPlSizJbUT1iyW86d4_iTtispEWLV4CHmFJY0LIzb7fbkZhOcs4hZmAlrkN08F7DD7R_Wx3FDt2TQPkYBylpmfGhZXbOfVcgcnKVA6-zXcmQoFjH_kJXBF_xJ6rQQucd2IbpmK98BFrv6pr5NLguWNh
Text:
  Availability: 1
  Value: <anid>AN0110572773;sct01nov.15;2015Oct28.14:06;v2.2.500</anid> <title id="AN0110572773-1">No Blue Ribbon </title> <sbt id="AN0110572773-2">Reforming science fairs in middle and high school science education</sbt> <p>Imagine middle and high school science classes without a science fair. Participation in science fairs is declining (Harmon 2011), a trend that some teachers, parents, and students find disturbing. They might argue that without science fairs, students will have fewer opportunities to do real science and explore new questions about the world around them. We believe, however, that the decline in science fairs calls for critically reviewing the potential disconnect between the aims and outcomes of science fairs. All science fair providers should ask: Do participants engage in a diverse, creative, social, and exciting scientific community of practice?</p> <p>Some science fairs do promote the practices of science and should be looked to as models of success. However, in our experience judging fairs and based on the little available literature (Carlisle and Deeter 1989; Craven and Hogan 2008; Windschitl, Thompson, and Braaten 2008), too many science fair projects overemphasize experimental design, underemphasize the development and testing of theoretical models, and unintentionally widen the gap between students from privileged and impoverished backgrounds. To promote reform, this article presents five critiques of traditional science fairs (Figure 1) and offers two alternatives that reflect the practices and crosscutting concepts described in A Framework for K -- 12 Science Education (NRC 2012) and the Next Generation Science Standards (NGSS Lead States 2013).</p> <hd id="AN0110572773-3">The five critiques</hd> <p></p> <hd id="AN0110572773-4">The isolated nature of science fair inquiry</hd> <p>Popular culture often depicts scientific inquiry as a solitary endeavor. In reality, science is social. Scientists work in large lab groups and also within a larger scientific community. However, even in the case of the acclaimed Intel International Science and Engineering Fair, which allows students to work in groups of three, only 9% of the approximately 450 grand award winners in 2015 worked in trios; two-thirds worked alone (Society for Science and the Public 2015). Science fairs in general too often leave students to work alone or with a single partner, diminishing the benefits of the social nature of science, which is key to producing new knowledge and understanding about the world (Vy-gotsky 1978). Social interaction tests new science knowledge and spurs new ideas (Longino 1990; McComas 2004), and science fair projects benefit from the critique and support of a broader community.</p> <p>As a science teacher or science fair administrator, what structures can you develop to leverage community to improve student learning?</p> <hd id="AN0110572773-5">Singular scientific method</hd> <p>Science fairs often perpetuate the idea of a unitary scientific method (Windschitl, Thompson, and Braaten 2008). In our experience, projects tend to default to a five-step scientific method that strongly favors controlled experiments (McComas 1996; Windschitl, Thompson and Braaten 2008) and ignores the wide array of tools researchers use to solve challenging problems. In addition to experiments, observational studies, taxonomical surveys, and the analysis of big data sets also require students to organize, analyze, and interpret data to justify claims (McComas 2004). Moreover, because science fairs are often justified as a way to have students conduct "authentic," hands-on research, a singular method, in which a series of steps is followed, misrepresents how scientists actually investigate problems (McComas 1996). As McComas (2011) shows, students need not focus solely on controlled experiments.</p> <p>How might your science fair encourage the use of multiple scientific methods and practices?</p> <hd id="AN0110572773-6">Participation and access inequities</hd> <p>In many instances, science fair projects require work outside of school to the disadvantage of students who lack adult support or access to resources beyond their classrooms. Poverty may lower students' odds of success in science fair competitions, not only for lack of funds but also differences in cultural capital and access to beneficial social networks (Bencze and Bowen 2009). As Craven and Hogan (2008) note: "We are not persuaded that projects conducted and posters created at home reflect anything more than such income-related factors as access to knowledge and availability of resources" (p. 680). Traditional science fair projects are often the work of parents more than students, reflecting differences in students' home situations rather than their scientific thinking or participation in the practices of science.</p> <p>How can you reduce inequities of socioeconomic status or parental involvement for these learning experiences?</p> <hd id="AN0110572773-7">Science fair projects made to order</hd> <p>In a well-run science fair, students raise and investigate their own scientific questions. All too persistent, however, are "cookbook" projects that follow a prescribed "recipe" that is conceptualized, tested, and published by someone else, minimizing the pursuit of an important science fair goal. Websites and books offer packaged projects requiring little understanding of the core ideas or crosscutting concepts at work. For example, one website generates an idea list, arranged by difficulty, and then provides the objectives, abstract, background information, materials, and procedures for each suggested project. While helping students who struggle with the science fair may show good intentions, cookbook projects discourage engagement in authentic scientific inquiry and practices.</p> <p>In what ways can you structure the experience to encourage students to raise questions and develop procedures with only basic guidance?</p> <hd id="AN0110572773-8">Constructing consumer reports, not new knowledge</hd> <p>Many science fair projects fail to ask scientific questions. For example, the second author witnessed two different projects at an eighth-grade science fair addressing the question, "Which paper towel absorbs more liquid?" The students devised a set of logical procedures to fairly test several brands of paper towels, collected and analyzed the data with very clear graphs, and clearly recommended the best brand. Their projects seemed to meet the criteria for what many judges consider a quality project. In fact, their projects were more suited to an issue of Consumer Reports than a science fair competition, offering no new knowledge of the natural or material world. These students answered a testable question, just not a very scientific question.</p> <p>Science fair projects should contribute new knowledge by using data to construct an explanation of why or how something works (McComas 1996; Windschitl, Thompson, and Braaten 2008). Many science fair projects fail to reflect a greater understanding of nature or its mechanisms, resulting in controlled tests that might be of more interest to a marketing firm than to the scientific community.</p> <p>How can you structure science fair projects that help develop or test models or causal explanations of nature and the material world?</p> <hd id="AN0110572773-9">Opportunities for reform</hd> <p>By evaluating science fairs according to the five critiques above, teachers and science fair coordinators can provide more equitable opportunities for students and reduce misconceptions about the nature and practices of science. Educators may also wish to consider the following options as alternatives to traditional science fairs.</p> <hd id="AN0110572773-10">Citizen science and large databases</hd> <p>Citizen science projects address many practices of authentic scientific investigation, including the collection and analysis of data, social critique and discourse, and constructing explanations from evidence. They also connect to the NGSS (see box, p. 55). Citizen science projects allow for classwide or multiclass data collection focused on a common topic. Projects can also allow students to explore multiple lines of inquiry from within a large public data set. The Global Learning and Observations to Benefit the Environment (GLOBE) Program (Figure 2), for example, allows students to collect and analyze global environmental data. On the program website, students can compare information on the atmosphere, biosphere, and hydrosphere both over time and with data from different continents. These comparisons could be integrated into various investigations, particularly in weather and climate units. The Summer 2015 edition of The Science Teacher describes several large databases that students can use; other articles in this current issue also provide examples of successful citizen science projects.</p> <p>In citizen science projects, students in small groups can ask their own questions, analyze data, and justify their claims with evidence (Kloser et al. 2011; Kloser, Brownell, and Fukami 2013). Regardless of their socioeconomic background, students can participate in genuine science, including providing feedback to their peers. With citizen science projects, teachers can facilitate collaborative research presentations that go beyond the questioning at a trifold board (Figure 3).</p> <hd id="AN0110572773-11">Engineering design -- based thinking projects</hd> <p>The NGSS emphasize the need for students to engage in the engineering design process. This can take a number of forms. Traditional cookbook labs can be reimagined to contextualize the problems and introduce the idea of optimization. An article by Jones and Jones (2013) highlights how the more traditional "egg-drop" lab can be repurposed as a Paper Car Crash Design Challenge. This activity provides a meaningful context for the science ideas with crash science; even more scientific practices can be added by having the students work within a budget and iteratively test solutions. Although the target audience is younger, Engineering is Elementary units (see "On the web") include context and emphasize analyzing data from multiple trials. The scaffolds within these units can be eliminated to challenge high school students.</p> <p>Similarly, students might complete design-based challenges related to science ideas (Figure 4). The Teach Engineering digital library (see "On the web") has a collection of these projects that allow students to build on the knowledge they constructed throughout the unit and engage collaboratively in an authentic and contextualized problem where they support claims with evidence and balance trade-offs in optimizing the design solution. For example, in the "Tippy Tap Plus Piping" activity, students learn about the Engineers Without Borders program and are tasked with helping to create inexpensive hand-washing stations that leverage basic fluid dynamics and energy transfer principles to automatically fill these stations. When financial constraints are introduced, and students must make trade-off decisions, the activity becomes even more authentic.</p> <hd id="AN0110572773-12">Conclusion</hd> <p>The purpose and outcomes of science fairs have too long gone undiscussed in schools across the country. Providing the highest quality science education that aligns with the NGSS requires an open examination of this experience. We hope this article leads to reform in your school, whether you improve an existing science fair or pursue alternative paths. Students deserve opportunities to participate in the exciting and sometimes muddy work of science, and this can be done equitably and in ways that better reflect the practices of science.</p> <hd id="AN0110572773-13">FIGURE 3 Planning a science fair alternative (adapted from Kloser et al. 2011)</hd> <p></p> <hd id="AN0110572773-14">1. Project searching</hd> <p></p> <ulist> <item> Search citizen science project websites (Figure 2, p. 57).</item> <p></p> <item> Engage local scientists or university faculty members -- especially those in ecology, geology, astronomy, and climatology -- to find regionally relevant opportunities for data collection and data access.</item> </ulist> <hd id="AN0110572773-15">2. Data access</hd> <p></p> <ulist> <item> Ensure that students can both contribute data to a larger project and easily access the data at home or in school for their own analysis.</item> </ulist> <hd id="AN0110572773-16">3. Variable constraint</hd> <p></p> <ulist> <item> Choose projects that have diverse variables, allowing for a variety of research questions but constrain the useable variables to five or six possibilities to reduce the sometimes-overwhelming nature of large data sets.</item> </ulist> <hd id="AN0110572773-17">4. Checks and balances</hd> <p></p> <ulist> <item> Select projects in which students collect data that require minimal methodological expertise or have multiple lab groups collect the same data and compare findings.</item> </ulist> <hd id="AN0110572773-18">5. Formative and summative assessment</hd> <p></p> <ulist> <item> Plan multiple checkpoints for small-group and whole-class critique in order to provide helpful feedback on (a) research questions, (b) data analysis and representation techniques, and (c) data interpretation.</item> <p></p> <item> Develop a rubric outlining expectations for a group presentation and for an individual reflection on the project's results.</item> <p></p> <item> Invite members of the local community that might normally judge or attend the science fair to attend public presentations and discussions of each group's investigation and analysis.</item> </ulist> <hd id="AN0110572773-19">6. Broader community participation</hd> <p></p> <ulist> <item> Create opportunities for students to engage the lead researchers or other contributors to the project via video conferencing or in person, allowing them to participate in the broader scientific community.</item> </ulist> <hd id="AN0110572773-20">FIGURE 1 Prominent science fair critiques</hd> <p> <ephtml> <div class="table-size-normal table-border"><table border="1"> <tr> <td>Science fairs often…</td> <td>Critique</td> </tr> <tr> <td>Isolate students during investigations</td> <td>The collaborative and social nature of science is not typically represented by individual science fair projects.</td> </tr> <tr> <td>Over-emphasize a singular scientific method</td> <td>Science justifies claims from evidence through multiple methods and types of investigations.</td> </tr> <tr> <td>Perpetuate socioeconomic inequities among students</td> <td>The complexity of science fair projects often reflects the socioeconomic status of students rather than their scientific thinking.</td> </tr> <tr> <td>Follow recipe-like, pre-established protocols</td> <td>Extensive web and print resources create a "hands-on; minds-off" experience rather than engagement in authentic scientific practice.</td> </tr> <tr> <td>Test products, not build knowledge</td> <td>Many student investigations are a better fit for Consumer Reports by testing products instead of building new scientific and engineering knowledge.</td> </tr> </table></div> </ephtml> </p> <hd id="AN0110572773-21">Connecting to Next Generation Science Standards (NGSS Lead States 2013)</hd> <p> <ephtml> <div class="table-size-normal table-border"><table border="1"> <tr> <td>Alignment to Next Generation Science Standards</td> <td>Citizen Science/Large Databases</td> <td>Engineering and Design Challenges</td> </tr> <tr> <td>Science and engineering practices</td> <td></td> <td></td> </tr> <tr> <td>Asking questions and defining problems</td> <td>X</td> <td>X</td> </tr> <tr> <td>Developing and using models</td> <td>X</td> <td>X</td> </tr> <tr> <td>Analyzing and interpreting data</td> <td>X</td> <td>X</td> </tr> <tr> <td>Using mathematics and computational thinking</td> <td>X</td> <td>X</td> </tr> <tr> <td>Constructing explanations and designing solutions</td> <td>X</td> <td>X</td> </tr> <tr> <td>Obtaining/evaluating/communicating information</td> <td>X</td> <td>X</td> </tr> <tr> <td>Crosscutting concepts</td> <td></td> <td></td> </tr> <tr> <td>Patterns</td> <td>X</td> <td></td> </tr> <tr> <td>Cause and effect: Mechanism and explanation</td> <td>X</td> <td>X</td> </tr> <tr> <td>Scale, proportion, and quantity</td> <td>X</td> <td>X</td> </tr> <tr> <td>Systems and System Models</td> <td>X</td> <td>X</td> </tr> <tr> <td>Disciplinary core ideas</td> <td></td> <td></td> </tr> <tr> <td>ETS1.A: Defining and Delimiting Engineering Problems</td> <td></td> <td>X</td> </tr> <tr> <td>ETS1.B: Developing Possible Solutions</td> <td></td> <td>X</td> </tr> <tr> <td>ETS1.C: Optimizing the Design Solution</td> <td></td> <td>X</td> </tr> <tr> <td>Physical, Life, and Earth Science Core Ideas: Specific disciplinary core ideas will vary based on the selected project.</td> <td>X</td> <td>X</td> </tr> <tr> <td>Performance expectations</td> <td></td> <td></td> </tr> <tr> <td>HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.</td> <td></td> <td>X</td> </tr> <tr> <td>HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.</td> <td></td> <td>X</td> </tr> <tr> <td>Physical, Life, and Earth Science Core Ideas: Specific performance expectations will vary based on selected project.</td> <td>X</td> <td>X</td> </tr> </table></div> </ephtml> </p> <hd id="AN0110572773-22">FIGURE 2 Using citizen science and public databases</hd> <p> <ephtml> <div class="table-size-normal table-border"><table border="1"> <tr> <td>Project Name</td> <td>Description</td> <td>Website</td> <td>Potentially Addressed DCIs</td> </tr> <tr> <td>The GLOBE Program</td> <td>This international program collects local and global data on the atmosphere, biosphere, hydrosphere, and soil conditions.</td> <td>www.globe.gov</td> <td>ESS2.D: Weather and climate</td> </tr> <tr> <td>ESS3.C: Human impacts on Earth systems</td> <td></td> <td></td> <td></td> </tr> <tr> <td>Globe at Night</td> <td>This international citizen science initiative tracks the impact of light pollution on physical and biological systems.</td> <td>www.globeatnight.org</td> <td>ESS1.A: The universe and its stars</td> </tr> <tr> <td>LS4.D Biodiversity and humans</td> <td></td> <td></td> <td></td> </tr> <tr> <td>Firefly Watch</td> <td>The Museum of Science, Boston, in partnership with researchers from Tufts University, Fitchburg State College, and citizen scientists around the nation, track fireflies and their interaction with the environment.</td> <td>https://legacy.</td> <td></td> </tr> <tr> <td>mos.org/fireflywatch</td> <td>LS2.C: Ecosystem dynamics, functioning, and resilience</td> <td></td> <td></td> </tr> <tr> <td>LS4.D Biodiversity and humans</td> <td></td> <td></td> <td></td> </tr> <tr> <td>Ocean Tracks</td> <td>The EDC's Oceans of Data Institute and Stanford University collects information on marine life migrations and environmental data to be used to engage students in more authentic research.</td> <td>http://oceantracks.org/</td> <td>ESS2.D: Weather and climate</td> </tr> <tr> <td>LS2.C: Ecosystem dynamics, functioning, and resilience</td> <td></td> <td></td> <td></td> </tr> <tr> <td>LS4.D Biodiversity and humans</td> <td></td> <td></td> <td></td> </tr> </table></div> </ephtml> </p> <p>See The Science Teacher 79 (<reflink idref="bib9" id="ref1">9</reflink>) and The Science Teacher 82 (<reflink idref="bib5" id="ref2">5</reflink>) for further reading and resources about these projects. Multiple citizen science projects and large databases can also be found through simple web searches.</p> <hd id="AN0110572773-23">FIGURE 4 Engineering design challenges</hd> <p> <ephtml> <div class="table-size-normal table-border"><table border="1"> <tr> <td>Project Name</td> <td>Description</td> <td>Website</td> <td>Potentially Addressed DCIs</td> </tr> <tr> <td>How the Rubber Meets the Road*</td> <td>Students use the engineering design cycle to create tire tread that maximizes safety in rainy weather.</td> <td>http://tryengineering.org/</td> <td></td> </tr> <tr> <td>The Packaging Dilemma</td> <td>Vacuum-sealed packaging has benefits, but there are also drawbacks, including safety and environmental concerns. Students work to redesign the packaging or create a new tool to more efficiently and safely open vacuum-sealed packaging.</td> <td>http://cied.uark.edu/2009%5FUA%5FPROBLEM%5FSOLVING.pdf</td> <td>ETS1.A: Defining and Delimiting Engineering Problems</td> </tr> <tr> <td>ETS1.B: Developing Possible Solutions</td> <td></td> <td></td> <td></td> </tr> <tr> <td>ETS1.C: Optimizing the Design Solution</td> <td></td> <td></td> <td></td> </tr> <tr> <td>Oil on the Ocean</td> <td>Adapting this engineering design challenge allows high school students to design oil spill clean-up systems and optimize containment.</td> <td>www.teachengineering.org/editors%5Fchoice.php</td> <td></td> </tr> <tr> <td>Contact Your Local Industry</td> <td>Reach out to local industry members to collaboratively plan authentic and contextualized engineering design challenges.</td> <td>Will vary</td> <td></td> </tr> </table></div> </ephtml> </p> <p>* Each website above contains multiple challenges that can be used or adapted to fit your classroom needs. The listed challenges are examples of strong alternatives to the science fair.</p> <ref id="AN0110572773-24"> <title> On the web </title> <blist> <bibl id="bib1" type="bt"></bibl> <bibtext>Engineering is Elementary: <ulink href="http://eie.org">http://eie.org</ulink></bibtext> </blist> <blist> <bibl id="bib2" type="bt"></bibl> <bibtext>Teach Engineering digital library: <ulink href="http://www.teachengineering.org">www.teachengineering.org</ulink></bibtext> </blist> </ref> <ref id="AN0110572773-25"> <title> References </title> <blist> <bibl id="bib3" type="bt"></bibl> <bibtext>Bencze, J.L., and G.M. Bowen. 2009. A national science fair: Exhibiting support for the knowledge economy. International Journal of Science Education 31 (18): 2,459-2,483.</bibtext> </blist> <blist> <bibl id="bib4" type="bt"></bibl> <bibtext>Carlisle, R.W., and B.C. Deeter. 1989. A research study of science fairs. Science and Children 26 (4): 24-26.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref2" type="bt"></bibl> <bibtext>Craven, J., and T. Hogan. 2008. Rethinking the science fair. Phi Delta Kappan 89 (9): 679-680.</bibtext> </blist> <blist> <bibl id="bib6" type="bt"></bibl> <bibtext>Harmon, A. New York Times. 2011. It May Be a Sputnik Moment, but Science Fairs Are Lagging. February 5.</bibtext> </blist> <blist> <bibl id="bib7" type="bt"></bibl> <bibtext>Jones, L., and G. Jones. 2013. A science that saves lives. The Science Teacher 80 (1) 32-36.</bibtext> </blist> <blist> <bibl id="bib8" type="bt"></bibl> <bibtext>Kloser, M., S. Brownell, N. Chiariello, and T. Fukami. 2011. Integrating teaching and research in undergraduate biology laboratory education. PLoS Biology 9 (11) e1001174 .</bibtext> </blist> <blist> <bibl id="bib9" idref="ref1" type="bt"></bibl> <bibtext>Kloser, M., S. Brownell, and T. Fukami. 2013. Effects of a research-based ecology lab course: A study of non-volunteer achievement, self-confidence, and perception of lab course purpose. Journal of College Science Teaching 42 (2): 90-99.</bibtext> </blist> <blist> <bibl id="bib10" type="bt"></bibl> <bibtext>Longino, H.E. 1990. Science as social knowledge. Princeton, NJ: Princeton University Press.</bibtext> </blist> <blist> <bibl id="bib11" type="bt"></bibl> <bibtext>McComas, W. F. 1996. Ten myths of science: Reexamining what we think we know about the nature of science. School Science and Mathematics 96 (1): 10-16.</bibtext> </blist> <blist> <bibl id="bib12" type="bt"></bibl> <bibtext>McComas, W.F. 2004. Keys to teaching the nature of science. The Science Teacher 71 (9): 24-27.</bibtext> </blist> <blist> <bibl id="bib13" type="bt"></bibl> <bibtext>McComas, W.F. 2011. A new look at an old tradition. The Science Teacher 78 (8): 34-38.</bibtext> </blist> <blist> <bibl id="bib14" type="bt"></bibl> <bibtext>National Research Council. (2012). A framework for K -- 12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.</bibtext> </blist> <blist> <bibl id="bib15" type="bt"></bibl> <bibtext>NGSS Lead States. 2013. Next Generation Science Standards: For states, by states. Washington DC: National Academies Press.</bibtext> </blist> <blist> <bibl id="bib16" type="bt"></bibl> <bibtext>Society for Science and the Public. 2015. INTEL ISEF 2015 grand award winners. <ulink href="http://bit.ly/1Hagwzk">http://bit.ly/1Hagwzk</ulink>.</bibtext> </blist> <blist> <bibl id="bib17" type="bt"></bibl> <bibtext>Vygotsky, L. 1978. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.</bibtext> </blist> <blist> <bibl id="bib18" type="bt"></bibl> <bibtext>Windschitl, M., J. Thompson, J., and M. Braaten. 2008. Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education 92 (5): 941-967.</bibtext> </blist> </ref> <aug> <p>By Matthew Wilsey and Matthew Kloser</p> <p></p> <p>Matthew Wilsey (mwilsey@nd.edu) is the associate director, a faculty member and the Julius A. Nieuwland director, at the University of Notre Dame Center for STEM Education in Notre Dame, Indiana. The authors contributed equally to this manuscript.</p> <p>Matthew Kloser (mkloser@nd.edu) is a faculty member and the Julius A. Nieuwland director, at the University of Notre Dame Center for STEM Education in Notre Dame, Indiana. The authors contributed equally to this manuscript.</p> </aug>
Header DbId: eric
DbLabel: ERIC
An: EJ1120469
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: No Blue Ribbon
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Wilsey%2C+Matthew%22">Wilsey, Matthew</searchLink><br /><searchLink fieldCode="AR" term="%22Kloser%2C+Matthew%22">Kloser, Matthew</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Science+Teacher%22"><i>Science Teacher</i></searchLink>. Nov 2015 82(8):53-59.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 7
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2015
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Teachers
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Science+Fairs%22">Science Fairs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Methodology%22">Scientific Methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Investigations%22">Investigations</searchLink><br /><searchLink fieldCode="DE" term="%22Standards%22">Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0036-8555
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Imagine middle and high school science classes without a science fair. Participation in science fairs is declining (Harmon 2011), a trend that some teachers, parents, and students find disturbing. The authors opine that the decline in science fairs calls for critically reviewing the potential disconnect between the aims and outcomes of science fairs. All science fair providers should ask: Do participants engage in a diverse, creative, social, and exciting scientific community of practice? In the authors' experience, too many science fair projects overemphasize experimental design, underemphasize the development and testing of theoretical models, and unintentionally widen the gap between students from privileged and impoverished backgrounds. To promote reform, this article presents five critiques of traditional science fairs and offers two alternatives that reflect the practices and crosscutting concepts described in "A Framework for K-12 Science Education" (NRC 2012) and the "Next Generation Science Standards" (NGSS Lead States 2013).
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 16
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2016
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://www.nsta.org/publications/browse_journals.aspx?action=issue&thetype=all&id=102728" linkWindow="_blank">https://www.nsta.org/publications/browse_journals.aspx?action=issue&thetype=all&id=102728</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1120469
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1120469
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 53
    Subjects:
      – SubjectFull: Science Fairs
        Type: general
      – SubjectFull: Student Projects
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Scientific Methodology
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Investigations
        Type: general
      – SubjectFull: Standards
        Type: general
      – SubjectFull: Scientific Concepts
        Type: general
      – SubjectFull: Student Participation
        Type: general
    Titles:
      – TitleFull: No Blue Ribbon
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Wilsey, Matthew
      – PersonEntity:
          Name:
            NameFull: Kloser, Matthew
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Type: published
              Y: 2015
          Identifiers:
            – Type: issn-print
              Value: 0036-8555
          Numbering:
            – Type: volume
              Value: 82
            – Type: issue
              Value: 8
          Titles:
            – TitleFull: Science Teacher
              Type: main
ResultId 1