Students’ Sources of Motivation for Participating in Science Fairs: An Exploratory Study Within the Canada-Wide Science Fair 2008

Dionne, Liliane; Reis, Giuliano; Trudel, Louis; Guillet, Gabriel; Kleine, Leonard P.; Hancianu, Corina

doi:10.1007/s10763-011-9318-8

Cited by 37 publications

(37 citation statements)

References 19 publications

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“…One article did not record substantial improvement and even sadly noticed some crystallisation of certain career stereotypes [182]. Another article concentrated on the motivations that attract students to science fairs and insisted on the importance of self-efficacy [59].…”

Section: Summer Camps/competitions/science Fairs/field Tripsmentioning

confidence: 99%

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Potvin

Hasni

2014

Studies in Science Education

538

360

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The relationship that exists between students and science and technology (S&T) is a complex and important one. If it is positive, then social, economic and environmental consequences are to be expected. Yet, many problems of interest/ motivation/attitude (I/M/A) towards S&T have been recorded. A lot of research has been conducted on this topic and a certain number of syntheses have been proposed, but very few of them have followed sufficiently systematic procedures. In this article, we offer a synthetic and systematic description of 228 research articles that were published between 2000 and 2012 and indexed in the ERIC database under I/M/A for S&T at K-12 levels. We focus on the origin of these articles, on the constructs they use and define, on the instruments, and finally on the results they provide, whether correlative or causal. Conclusions and recommendations for future research and interventions are formulated.Keywords: science education; technology education; literature review; interest; motivation; attitude; K-12 Introduction A worldwide concernThe connection that exists between students and science and technology (hereafter designated as 'S&T') through the use of such concepts as 'interest', 'motivation' or 'attitude' (hereafter designated as 'interest/motivation/attitude', 'I/M/A') is an important current and ongoing preoccupation and has been a major concern for researchers and educational systems around the world for a very long time (Osborne, Simon, & Collins, 2003). Although students' I/M/A toward S&T is sometimes judged to be generally positive (Awan, Sarwar, Naz, & Noreen, 2011) -though not without some considerable international differences (p. 43), boy/girl differences and subject-related differences (Schreiner & Sjoberg, 2004) -the idea that interest in S&T is declining has now been widely accepted. According to the Organisation for Economic Co-operation and Development (OECD) (2006, 2008), S&T professions are less attractive and the share of S&T students in higher education has been decreasing considerably. In 2003, Osborne et al. wrote: 'In […] the past decade, the problem has become even more acute ' (2003, p. 1050 This is an Open Access article. Non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly attributed, cited, and is not altered, transformed, or built upon in any way, is permitted. The moral rights of the named author(s) have been asserted. , 2014 Vol. 50, No. 1, 85-129, http://dx.doi.org/10.1080/03057267.2014 interest-evaluating items (8) in its international testing initiative (Krapp & Prenzel, 2011). Studies in Science EducationStudents and school science & technology: a relationship under tension and a need for research-based synthetic knowledge According to Krapp and Prenzel (2011), besides developmental or identity-based approaches, it is possible to tackle the problem of interest in S&T by supposing that its development depends 'on the quality and type of instruction ' (p. 35) that is given to students in schools. But ...

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Section: Summer Camps/competitions/science Fairs/field Tripsmentioning

confidence: 99%

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Potvin

Hasni

2014

Studies in Science Education

538

360

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“…En général, les études portent sur leurs caractéristiques propres telles que leur sentiment d'auto--efficacité (Dionne et al, 2011), leurs habiletés scientifiques, etc. On espère ainsi identifier les caractéristiques les plus susceptibles à favoriser l'intérêt des jeunes envers les sciences.…”

Section: Resultsunclassified

“…Malgré tout, on peut aussi avancer que le caractère informel des exposciences ait quelque chose à voir avec cet intérêt envers ce type d'activités. En effet, comme le soulignons précédement, les élèves participants à une expo-sciences ont l'occasion de s'engager dans un sujet qui les intéresse, disposent aussi de plus d'autonomie pour la poursuite de leur projet que dans le cadre plus formel de l'école et peuvent tirer des souces de motivation dans les interactions avec des adultes plus connaissants à même de les guider (Dionne et al, 2011).…”

Section: Discussionunclassified

Incidence Des Caractéristiques Des Élèves Sur Leur Degré De Motivation À Participer À Une Expo-Sciences

Trudel

Reis

Dionne

2012

Ens. Pesqui. Educ. Ciênc. (Belo Horizonte)

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RÉSUMÉ: Les expo-sciences sont de plus en plus populaires chez les jeunes. Leur motivation à participer peut être influencée par différents facteurs que notre étude cherche à préciser. A cette fin, nous avons construit un questionnaire destiné à mesurer le degré de motivation des participants à l'expo-sciences pan canadienne qui regroupe chaque année les meilleurs au pays. Nos résultats indiquent que ces élèves sont très motivés mais que contrairement à certains résultats de recherches antérieures, leur degré de motivation est influencé par leur âge et leur niveau scolaire. Les autres facteurs étudiés n'ont pas eu d'influence significative sur leur degré de motivation. Nous concluons en énoncant les limites de notre recherche et des suggestions quant à des recherches ultérieures.

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“…Aus der Forschung zu leistungsbezogenen Entscheidungen, als welche die Bereitschaft, an einem Schülerwettbewerb teilzunehmen, angesehen werden kann, ist bekannt, dass diese vor allem über das Interesse und das Fähigkeitsselbst-konzept vermittelt werden (Köller et al 2000; für Schüler-wettbewerbe Dionne et al 2012). Etwa für Kurswahlen in den Naturwissenschaften und in Mathematik ist dieser Zusammenhang bekannt (Hannover 1991;Roeder und Gruehn 1997).…”

Section: Leistungsbezogene Entscheidungenunclassified

“…Im Zusammenhang von Schülerwettbewerben scheint insbesondere die Annäherungs-Leistungszielorientierung als Wunsch, die eigenen Fähigkeiten zu demonstrieren, relevant (Dionne et al 2012). Aus diesem Grund wird diese sowohl im Zusammenhang mit dem Naturwissenschaftsunterricht als allgemeine Einstellung als auch als lernangebotsspezifisches, speziell auf die Wettbewerbsteilnahme ausgerichtetes Merkmal erhoben.…”

Section: Entscheidungskriterien Für Eine Wettbewerbsteilnahmeunclassified

Naturwissenschaftliche Wettbewerbe – Was kann junge Schülerinnen und Schüler zur Teilnahme motivieren?

Blankenburg

Höffler

Parchmann

2015

ZfDN

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Scientific competitions are a suitable way to identify and foster young talents in science. Regarding early support of interested and motivated students, the questions arise which students would be reached by such an enrichment measure, and which personality traits might influence willingness to participate. In the present study, N = 474 young students from the higher track of secondary school were asked for possible reasons for participation in science competitions as well as other possible predictors for willingness to participate. The most important predictors included a strong "competition self-concept", a previous participation and high intrinsic competence pursuit.The results indicate how to design or enhance science interventions for young students.

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Students’ Sources of Motivation for Participating in Science Fairs: An Exploratory Study Within the Canada-Wide Science Fair 2008

Cited by 37 publications

References 19 publications

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Incidence Des Caractéristiques Des Élèves Sur Leur Degré De Motivation À Participer À Une Expo-Sciences

Naturwissenschaftliche Wettbewerbe – Was kann junge Schülerinnen und Schüler zur Teilnahme motivieren?

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