Challenges and Benefits of Introducing a Science and Engineering Fair in High-Needs Schools (Work in Progress)

Lakin, Joni M.; Ewald, Mary Lou; Davis, Virginia A.; Cobine, Paul A.; Landers, A. L.

doi:10.18260/p.26464

Cited by 1 publication

(2 citation statements)

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“…School science often emphasizes the teaching and learning of the products of scientific investigations (e.g., scientific laws, theories, and concepts) rather than the investigative process at the root of these products (Paul et al, 2016). Importantly, SEFs are a mechanism for all students to understand aspects of building scientific knowledge within a framework that supports students from rural and Indigenous cultural contexts with mixed SES, a significant finding of our study of the value of SEFs for underrepresented populations (Dalbotten et al, 2014;Hampton & Licona, 2006;Lakin et al, 2019).…”

Section: Sefs Develop Capacity To Do Science With Equitable Practicesmentioning

confidence: 74%

“…Students are not forced into a set structure that defines who they and the teacher are and thus the students become engaged in the process of learning (Hermes, 2000). Olson blended the academic and cultural domains for NA, mixed SES, and rural students integrating aspects of student identities in their science learning where these identities did not have to be in competition (Hermes, 1997) thereby, increasing participation in SEFs beyond males, Asians, and Caucasians (Forrester, 2010; Lakin et al, 2019; Smith et al, 2019), extending benefits of SEF to underrepresented people.…”

Section: Discussionmentioning

confidence: 99%

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Rubbing elbows with them: Building capacity in STEM through science and engineering fairs

Koomen

Hedenstrom

Moran³

2021

Science Education

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Using social cultural career theory (SCCT) linked with tenets of equity, we examined the role of participation in science and engineering fairs (SEFs) on youth's science, technology, engineering, and mathematics (STEM) educational and career choices. We analyzed data for evidence of the SCCT constructs of self-efficacy, interest, and learning experiences using constructs of Native American (NA), culturally responsive, and rural equitable pedagogies. Qualitative data included semi-structured interviews, focus groups, practice presentations of SEF prtojects, classroom observations, and mentoring students. Quantitative data consisted of two surveys: STEM Semantics Survey and the Motivation Strategies for Learning Questionnaire. Qualitative results reveal how the teacher built self-efficacy using equitable pedagogy by putting the students in control of their projects, created a network of experts in various science disciplines, developed a culture of mentorship that promoted belonging, and removed barriers for student participation by blending academics with culture for NA and rural mixed socioeconomic status students. She evoked asset-based pedagogies that inspired students to further their education and go into STEM fields. Quantitative findings reveal former student's orientation to participation in science fair activities related to their high interests, perceptions of a challenge, curiosity, and emerging mastery, where students demonstrated high [Correction added on February 17, 2021, after initial publication on February 04, 2021; the displayed quote in the section entitled "Dr. Olson successfully petitioned…" was initially placed as text due to a production error and has been reinstated.] dispositions in science and engineering and self-identified as STEM people. Implications include the use of SCCT, linked with equitable pedagogies to understand interest in STEM fields, mentoring, tapping into the expertise of local professionals to support development of projects, and navigating cultural barriers to provide access for underrepresented youth.

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Section: Sefs Develop Capacity To Do Science With Equitable Practicesmentioning

confidence: 74%

Section: Discussionmentioning

confidence: 99%

Rubbing elbows with them: Building capacity in STEM through science and engineering fairs

Koomen

Hedenstrom

Moran³

2021

Science Education

View full text Add to dashboard Cite

show abstract

Challenges and Benefits of Introducing a Science and Engineering Fair in High-Needs Schools (Work in Progress)

Cited by 1 publication

References 5 publications

Rubbing elbows with them: Building capacity in STEM through science and engineering fairs

Rubbing elbows with them: Building capacity in STEM through science and engineering fairs

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