The impact of science fair on the students’ engagement, capacity, continuity, and motivation towards science learning
DOI:
https://doi.org/10.37134/jpsmm.vol9.1.1.2019Keywords:
KLESF: The Fair 2017, science fair, engagement, capacity, science- related career, motivation towards science learningAbstract
KLESF: The Fair 2017 is 3-day science fair organized in Malaysia to promote STEM education. This event has been conducted for four consecutive years, yet, little is known about the impact of the event. This study investigated the impact of KLESF: The Fair on Malaysia high school students. 360 students from three secondary schools volunteered to participate in the survey. They completed a pre-test on students’ motivation toward science learning before the event. A post-test, identical to the pre-test plus student engagement, capacity, and continuity outcome questionnaire was administered after the event. Results indicated that the students were engaged to and gained new knowledge from the event. This event positively influenced their desire to pursue a science-related career. The students’ motivation towards science learning has improved significantly after the event. Many students commented that the event was interesting, fun, attractive, enjoyable; they can learn and remember the science knowledge easily
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References
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Dhanapal, S., & Evelyn Wan, Z. S. (2014). A study on the effectiveness of hands-on experiments in learning science among year 4 students. International Online Journal of Primary Education, 3(1), 29-40.
Dionne, L., Reis, G., Trudel, L., Guillet, G., Kleine, L., & Hancianu, C. (2011). Students’ sources of motivation for participating in science fairs: An exploratory study within the Canada-wide science fair 2008. International Journal of Science and Mathematics Education, 10(3), 669–693. doi:10.1007/s10763-011-9318-8
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Fisanick, L. M. (2010). A descriptive study of the middle school science teacher behavior for required student participation in science fair competitions. (Doctoral dissertation). Indiana University of Pennsylvania, Pennsylvania.
Fleming, N. VARK: A guide to learning styles. Retrieved from: http://vark-learn.com/
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Glasson, G. (1993). Reinterpreting the learning cycle from a social constructivist perspective: A qualitative study of teachers’ beliefs and practices. Journal of Research in Science Teaching, 30(2), 187–207. doi:10.1002/tea.3660300206
Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science motivation questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48(10), 1159–1176. doi:10.1002/tea.20442
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Hung, C. M., Hwang, G. J., & Huang, I. (2012). A project-based digital storytelling approach for improving students' learning motivation, problem-solving competence and learning achievement. Educational Technology & Society, 15(4), 368–379.
John, M., Bettye, S., Ezra, T., & Robert, W. (2016). A formative evaluation of a Southeast High School Integrative science, technology, engineering, and mathematics (STEM) academy. Technology in Society, 45, 34–39. doi:10.1016/j.techsoc.2016.02.001
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Kivunja, C. (2015). Exploring the pedagogical meaning and implications of the 4Cs “Super Skills” for the 21st century through Bruner’s 5E lenses of knowledge construction to improve pedagogies of the new learning paradigm. Creative Education, 6(2), 224–239. doi:10.4236/ce.2015.62021
KLESF. (n.d.). Retrieved from https://www.klesf.net/welcome/
KLESF: The Fair 2015 (2015). Horizon, Issue 6/2015, 10-11.
KLESF: The Fair 2016 (2016). Horizon, Issue 6/2016, 10-11.
Korkmaz, H. (2012). Making science fair: How can we achieve equal opportunity for all students in science? Procedia - Social and Behavioral Sciences, 46, 3078–3082. doi:10.1016/j.sbspro.2012.06.014
Kuo, W. J., Liu, C. J., & Leou, S. A. (2012). Promoting female students’ learning motivation towards science by exercising hands-on activities. US-China Education Review B, 6, 572-577.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press. doi:10.1017/CBO9780511815355
Lee, M., Yun, J., Pyka, A., Won, D., Kodama, F., Schiuma, G., … Zhao, X. (2018). How to respond to the fourth industrial revolution, or the second information technology revolution? Dynamic new combinations between technology, market, and society through open innovation. Journal of Open Innovation: Technology, Market, and Complexity, 4(3), 21. doi:10.3390/joitmc4030021
Lee, S. W., Hong, L. P. & Mohd, Y. S. (2014). Kuala Lumpur Engineering and Science Fair (KLESF): A students’ interest in science and technology enhancement programme. Journal of Sciences and Technology in the Tropics, 10, 75-80.
Li, M. C., & Tsai, C.-C. (2013). Game-based learning in science education: A review of relevant research. Journal of Science Education and Technology, 22(6), 877–898. doi:10.1007/s10956-013-9436-x
Lin, J. L., Cheng, M. F., Chang, Y. C., Li, H. W., Chang, J. Y., & Lin, D. M. (2014). Learning activities that combine science magic activities with the 5E instructional model to influence secondary-school students’ attitudes to science. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 415-426.
Liu, M., Horton, L., Olmanson, J., & Toprac, P. (2011). A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research and Development, 59(2), 249–265. doi:10.1007/s11423-011-9192-7
Los, R., & Schweinle, A. (2019). The interaction between student motivation and the instructional environment on academic outcome: A hierarchical linear model. Social Psychology of Education. doi:10.1007/s11218-019-09487-5
McCarthy, D. L. (2015). A science fair partnership: An active learning experience for teacher candidates. Journal of College Science Teaching, 45(2), 36-40.
Milner, A. R., Templin, M. A., & Czerniak, C. M. (2011). Elementary science students’ motivation and learning strategy use: Constructivist classroom contextual factors in a life science laboratory and a traditional classroom. Journal of Science Teacher Education, 22(2), 151–170. doi:10.1007/s10972-010-9200-5
Ministry of Education Malaysia (MOE). (2013). Malaysia Education Blueprint 2013–2025. Putrajaya, MOE.
Ndlovu, M. (2014). Investigating some background factors affecting student participation in science fairs: A case study of a regional expo for young scientists. ICERI2014 Proceedings 7th International Conference of Education, Research and Innovation, Seville, Spain, 17th-19th November 2014. Spain, IATED Academy.
Noe, R. A., Wilk, S. L., Mullen, E. J., & Wanek, J. E. (1997). Employee development: Construct validation issues. In J. K. Ford, S. W. J. Kozlowski, K. Kraiger, E. Salas & M. S. Teachout (Eds.), Improving training effectiveness in work organizations (pp. 153–189). Mahwah, NJ: Lawrence Erlbaum Associates.
Office of the Chief Scientist. (2016). Australia’s STEM Workforce: Science, Technology, Engineering and Mathematics. Australian Government, Canberra.
Palmer, D. (2007). What is the best way to motivate students in science? Teaching Science: The Journal of the Australian Science Teachers Association, 53(1), 38-42.
Peter, R., & Ron, Z. (2011). The judge's perspective: The secrets to a successful science fair. The Science Teacher, 44-46.
Renninger, K. A., & Hidi, S. (2016). The power of interest for motivation and engagement. New York, US: Routledge/Taylor & Francis Group.
Rosicka, C. (2016). From concept to classroom: Translating STEM education research into practice. Victoria, Australian Council for Educational Research (ACER).
Rukavina, S., Zuvic-Butorac, M., Ledic, J., Milotic, B., & Jurdana-Sepic, R. (2012). Developing positive attitude towards science and mathematics through motivational classroom experiences. Science Education International, 23(1), 6-19.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55(1), 68–78. doi:10.1037/0003-066X.55.1.68
Sahin, A. (2013). STEM clubs and science fair competitions: Effects on post-secondary matriculation. Journal of STEM Education, 14(1), 5-10.
Said, O., & Cakiroglu, J. (2011). Effects of hands-on activity enriched instruction on students' achievement and attitudes towards science. Journal of Baltic Science Education, 10(2), 87-97.
Schmidt, K. M. (2014). Science fairs and Science Olympiad: Influence on student science inquiry learning and attitudes toward STEM careers and coursework. (Doctoral dissertation). Northern Illinois University, United States.
Schmidt, K. M., & Kelter, P. (2017). Science fairs: A qualitative study of their impact on student science inquiry learning and attitudes toward STEM. Science Educator, 25(2), 126-132.
Sonnert, G., Sadler, P., & Michaels, M. (2013). Gender aspects of participation, support, and success in a state science fair. School Science and Mathematics, 113(3), 135–143. doi:10.1111/ssm.12007
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2019-05-09
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Ong, K. J., chou, Y.-C., & Yang, D.-Y. (2019). The impact of science fair on the students’ engagement, capacity, continuity, and motivation towards science learning. Jurnal Pendidikan Sains Dan Matematik Malaysia, 9(1), 1–12. https://doi.org/10.37134/jpsmm.vol9.1.1.2019
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