Sources of Anxiety and the Meaning of Participation in/for Science Fairs: A Canadian Case

Abstract

Although anxiety is a significant emotional element of formal school science, little is known about how anxiety is originated and managed in the context of science fairs. The purpose of the present study was to investigate how a group of students in Grades 7 to 12 discursively (re)produce anxiety and its management from the perspective of their participation in a national science fair competition in Canada. Based on the analysis of participant's talk during a focus group interview, our findings suggest that performance anxiety is an emotion inherent to participation in all stages of the event: from choosing a project to the administration of time, performing in front of an audience, and gaining public recognition. In this context, recurring participation emerges as an effective strategy for coping with this feeling. In exploring the ways that academically successful science students talk about how anxiety is generated and regulated, we advance knowledge about science fair participation and contribute to current discussions on how to create more captivating school science learning environments for all.Résumé: La présenteétude analyse les façons dont desétudiants de la 7eà la 12e année (re)produisent discursivement l'anxiété et la gestion de l'anxiété liéeà leur participationà un concours de type Exposciences au Canada. Fondé sur l'analyse des communications des participants au cours d'une entrevue dans le cadre d'un groupe de discussion, nos résultats suggèrent que l'anxiété liée au rendement est uneémotion inhérenteà cette participation, quelle que ce soit l'étape de l'événement en question, qu'il s'agisse du choix du sujet, de la gestion du temps, de la performance en public ou de la notoriété acquise au cours de l'événement. Dans ce contexte, la participation répétée s'avère une stratégie efficace pour affronter cetteémotion.

A Reverse Science Fair that Connects High School Students with University Researchers

“…This type of logical thinking, planning, and problem solving is an essential part of any career in science, technology, engineering, and math (STEM) and can also be a powerful tool outside these fields. Despite the importance of carrying out an independent scientific exploration, the science fair project is often met by strong resistance or anxiety from the students . The Reverse Science Fair (RSF) was developed to motivate high school students to engage in science by initiating informal conversations with graduate student researchers.…”

“…Despite the importance of carrying out an independent scientific exploration, the science fair project is often met by strong resistance or anxiety from the students. 1 The Reverse Science Fair (RSF) was developed to motivate high school students to engage in science by initiating informal conversations with graduate student researchers. The researchers serve as role models who can explain how science is carried out and what excites them to do their research.…”

A bibliometric analysis covering the relevant literature on science anxiety over two decades

“…Because of these reasons, scholars need to identify the causes of science anxiety to develop targeted measures. Experiencing higher levels of anxiety can negatively impact one's working memory, hinder information processing, and impede problem-solving skills, all of which are crucial components for succeeding in STEM fields (Gonzalez et al, 2019;Reis et al, 2014). When students face anxiety-related cognitive obstacles, they may struggle to comprehend, retain, and apply scientific knowledge (Meaders et al, 2020).…”

“…In addition, science anxiety can harm a student's academic achievement by causing a lack of self-efficacy and intrinsic motivation (Henschel, 2021;Moeller et al, 2015;Reis et al, 2014). Therefore, it is crucial to recognize both the cognitive and affective dimensions of science anxiety and develop effective strategies to alleviate it, promoting a positive STEM learning environment (Megreya et al, 2021).…”

Young Makers Compare Science Fairs and Maker Faires

“…The anxiety created by a science fair 5 can be helpful for the students. This study showed that science fairs helped kids realize where the anxiety comes from and that after going to many science fairs they can better handle the stress of presenting."…”