The impact of science fair on the students’ engagement, capacity, continuity, and motivation towards science learning

  • Kiah Ju Ong Department of Chemistry, College of Science, Tunghai University, Taiwan
  • Ying-Chyi chou Department of Business Administration, College of Management, Tunghai University, Taiwan
  • Ding-Yah Yang Department of Chemistry, College of Science, Tunghai University, Taiwan
Keywords: KLESF: The Fair 2017, science fair, engagement, capacity, science- related career, motivation towards science learning

Abstract

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

References

Academy of Science Malaysia. (2018). Science Outlook 2017. Kuala Lumpur, Academy of Sciences Malaysia.

Alsop, S., Bencze, L. & Pedretti, E. (2005). Analyzing exemplary science teaching: theoretical lenses and a spectrum of possibilities for practice. London: Open University Press.

Andersen, C. (2004). Learning in “as-if” worlds: Cognition in drama in education. Theory into Practice, 43(4), 281–286. doi:10.1207/s15430421tip4304_6

Areepattamannil, S., & Kaur, B. (2012). Factors predicting science achievement of immigrant an non-immigrant students: A multilevel analysis. International Journal of Science and Mathematics Education, 11(5), 1183–1207. doi:10.1007/s10763-012-9369-5

Bandura, A. (1986). Social foundations for thought and action. Englewood Cliffs, NJ: Prentice-Hall.

Boghossian, P. (2006). Behaviorism, constructivism, and socratic pedagogy. Educational Philosophy and Theory, 38(6), 713-723. doi.org/10.1111/j.1469-5812.2006.00226.x

Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3–11.

Burguillo, J. C. (2010). Using game theory and competition-based Learning to stimulate student motivation and performance. Computers & Education, 55(2), 566–575. doi:10.1016/j.compedu.2010.02.018

Chen, A., Darst, P. W., & Pangrazi, R. P. (2001). An examination of situational interest and its sources. British Journal of Educational Psychology, 71(3), 383–400. doi:10.1348/000709901158578

Chute, E. (2009). STEM education is branching out. Pittsburgh, PA, Pittsburgh Post-Gazette. Retrieved from: https://www.post-gazette.com/news/education/2009/02/10/STEM-education-is-branching-out/stories/200902100165. Accessed on 13th April 2019

Cicuto, C. A. T., & Torres, B. B. (2016). Implementing an active learning environment to influence students’ motivation in biochemistry. Journal of Chemical Education, 93(6), 1020–1026. doi:10.1021/acs.jchemed.5b00965

Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51(1), 171–200. doi:10.1146/annurev.psych.51.1.171

Deci, E., & Ryan, R. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska Symposium on Motivation, Volume 38, Perspectives on Motivation (pp. 237–288). Lincoln, NE: University of Nebraska Press.

Deloitte Access Economics. (2014). Australia's STEM workforce: A survey of employers. Office of the Chief Scientist, Australian Government.

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

Falk, J. H., & Storksdieck, M. (2005). Learning science from museums. História, Ciências, Saúde-Manguinhos, 12(suppl), 117–143. doi:10.1590/s0104-59702005000400007

Falk, J. H., & Storksdieck, M. (2009). Science learning in a leisure setting. Journal of Research in Science Teaching, 47(2), 194-212. doi:10.1002/tea.20319

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/

Freedman, M. P. (2000, September). Using effective demonstration for motivation. Retrieved from https://www.nsta.org/publications/news/story.aspx?id=40820

Gagne, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331–362. doi:10.1002/job.322

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

Gomez, K. (2007). Negotiating discources: Sixth-grade students’ use of multiple science discources during a science fair presentation. Linguistics and Education, 18, 41–64.

Grinnell, F., Dalley, S., Shepherd, K., & Reisch, J. (2017). High school science fair and research integrity. PLOS ONE, 12(3), e0174252. doi:10.1371/journal.pone.0174252

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

Jolly, E., Campbell, P., & Perlman, L. (2004). Engagement, Capacity and Continuity: A Trilogy for Success GE Foundation. Retrieved from http://www.campbell-kibler.com/trilogy.pdf

Khalaf, B. K., & Zin, Z. B M. (2018). Traditional and inquiry-based learning pedagogy: A systematic critical review. International Journal of Instruction, 11(4), 545-564. doi:10.12973/iji.2018.11434a

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

Suhanna Zainudin, Lilia Halim, Zanaton Iksan. (2015). How 60:40 policy affects the development of science curriculum in Malaysia. Proceeding: 7th International Seminar on Regional Education, Volume 3, (pp. 1396-1405). Educational Community and Cultural Diversity.

Sumrall, W., & Schilinger, D. (2004). Non-traditional characteristics of a successful science fair project. Science Scope, 27(6), 20–24.

Sun, L., Bradley, K. D., & Akers, K. (2012). A multilevel modelling approach to investigating factors impacting science achievement for secondary school students: PISA Hong Kong sample. International Journal of Science Education, 34(14), 2107–2125. doi:10.1080/09500693.2012.708063

Swackjamer, L. E., Koellner, K., Basile, C. & Kimbrough D. (2009). Increasing the self-efficacy of inservice teachers through content knowledge. Teacher Education Quarterly, 36(2), 63-78.

The Scottish Government. (2017). Science, Technology, Engineering and Mathematics (STEM) evidence base. Edinburgh, The Scottish Government. Retrieved from https://www.gov.scot/publications/science-technology-engineering-mathematics-education-training-strategy-scotland/. Assessed on 13 April 2019

Tortop, H. S. (2013). Science teachers’ views about the science fair at primary education level. Turkish Online Journal of Qualitative Inquiry, 4(2), 56-64.

Tortop, H. S. (2014). Examining of the predictors of pre-service teachers’ perceptions of the quality of the science fair projects in Turkey. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 8(1), 31-44.

Tseng, C., Tuan, H., & Chin, C. (2009). Investigating the influence of motivational factors on conceptual change in a digital learning context using the dual‐situated learning model. International Journal of Science Education, 32(14), 1853–1875. doi:10.1080/09500690903219156

Tuan, H., Chin, C., & Shieh, S. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 639–654. doi:10.1080/0950069042000323737

Valerie, F. (2013). Can participation in a school science fair improve middle school students' attitudes toward science and interest in science careers? (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3570455)

Vainikainen, M. P., Salmi, H., &Thuneberg, H. (2015). Situational interest and learning in a science center mathematics exhibition. Journal of Research in STEM Education, 1(1), 15-29.

Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Walkington, C. A., & Bernacki, M. L. (2014). Motivating students by ‘Personalizing’ learning around individual interests: A consideration of theory, design, and implementation issues. In S. A. Karabenick & T. C. Urdan (Eds), Advances in Motivation and Achievement, vol: XVIII, Motivational Interventions (pp. 139–177). Bingley, UK: Emerald.

Wartinger, P. H. (1999). Student science projects and science fairs: How to maximize benefits to students and minimize burden to teachers. Education and Human Development Master's Theses.

Williams, K.C., & Williams, C. C. (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal, 12, 1-23.

World Economic Forum. (2018). The Future of Jobs Report 2018. Switzerland, World Economic Forum.

Xie, Y., Fang, M., & Shauman, K. (2015). STEM education. Annual Review of Sociology, 41(1), 331–357.

Yasar, S., & Baker, D. (2003). The impact of involvement in a science fair on seventh grade students. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Philadelphia, PA, March 23-26, 2003)
Published
2019-05-09
How to Cite
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. Retrieved from https://ejournal.upsi.edu.my/index.php/JPSMM/article/view/2835