The advisability of science fair project topic origins: a case study of learners from disadvantaged backgrounds
Abstract For learners from disadvantaged backgrounds with limited science fair-related skills, knowledge, and community support, investigating the advisability of various ways of arriving at a science fair project topic is needed. This mixed-methods case study with an ex post facto criterion-group d...
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Springer
2025-01-01
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| Series: | Discover Education |
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| Online Access: | https://doi.org/10.1007/s44217-025-00403-y |
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| author | Angela Elisabeth Stott |
| author_facet | Angela Elisabeth Stott |
| author_sort | Angela Elisabeth Stott |
| collection | DOAJ |
| description | Abstract For learners from disadvantaged backgrounds with limited science fair-related skills, knowledge, and community support, investigating the advisability of various ways of arriving at a science fair project topic is needed. This mixed-methods case study with an ex post facto criterion-group design uses questionnaire data and science fair awards regarding the engagement of 23 grade 9–10 learners in a year-long university-led intervention. Data analysis was conducted for four post-hoc determined topic-origin groups of these learners’ projects: internet, self, adult, and adult after the learner had displayed competence. Descriptive statistics and thematic analysis were used to determine whether each topic-origin group met the advisability criteria regarding learners’ perceptions of value and facilitators’ perceptions of feasibility. Each learner who was provided with a topic by an adult without first having displayed competence through designing a project of their choosing required unfeasibly high levels of facilitator input to remain in the programme. Generally, the greatest success was observed for the learners to whom an adult gave a topic after displaying competence. These findings and how the intervention was conducted are explained in terms of the four paradigms of learning and instructional design. A framework (Instruct-Expose-Explore-Formalise) for deriving science fair topics is suggested to enhance the efficiency and effectiveness of similar interventions. |
| format | Article |
| id | doaj-art-a61ffd0902bb4579b445faa950e3ba0a |
| institution | Kabale University |
| issn | 2731-5525 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj-art-a61ffd0902bb4579b445faa950e3ba0a2025-02-02T12:37:48ZengSpringerDiscover Education2731-55252025-01-014111710.1007/s44217-025-00403-yThe advisability of science fair project topic origins: a case study of learners from disadvantaged backgroundsAngela Elisabeth Stott0Department of Mathematics, Natural Sciences and Technology Education, University of the Free StateAbstract For learners from disadvantaged backgrounds with limited science fair-related skills, knowledge, and community support, investigating the advisability of various ways of arriving at a science fair project topic is needed. This mixed-methods case study with an ex post facto criterion-group design uses questionnaire data and science fair awards regarding the engagement of 23 grade 9–10 learners in a year-long university-led intervention. Data analysis was conducted for four post-hoc determined topic-origin groups of these learners’ projects: internet, self, adult, and adult after the learner had displayed competence. Descriptive statistics and thematic analysis were used to determine whether each topic-origin group met the advisability criteria regarding learners’ perceptions of value and facilitators’ perceptions of feasibility. Each learner who was provided with a topic by an adult without first having displayed competence through designing a project of their choosing required unfeasibly high levels of facilitator input to remain in the programme. Generally, the greatest success was observed for the learners to whom an adult gave a topic after displaying competence. These findings and how the intervention was conducted are explained in terms of the four paradigms of learning and instructional design. A framework (Instruct-Expose-Explore-Formalise) for deriving science fair topics is suggested to enhance the efficiency and effectiveness of similar interventions.https://doi.org/10.1007/s44217-025-00403-yExpo for Young Scientists CompetitionExtracurricular science enrichmentInquiryEducation in povertyTeacher guidance |
| spellingShingle | Angela Elisabeth Stott The advisability of science fair project topic origins: a case study of learners from disadvantaged backgrounds Discover Education Expo for Young Scientists Competition Extracurricular science enrichment Inquiry Education in poverty Teacher guidance |
| title | The advisability of science fair project topic origins: a case study of learners from disadvantaged backgrounds |
| title_full | The advisability of science fair project topic origins: a case study of learners from disadvantaged backgrounds |
| title_fullStr | The advisability of science fair project topic origins: a case study of learners from disadvantaged backgrounds |
| title_full_unstemmed | The advisability of science fair project topic origins: a case study of learners from disadvantaged backgrounds |
| title_short | The advisability of science fair project topic origins: a case study of learners from disadvantaged backgrounds |
| title_sort | advisability of science fair project topic origins a case study of learners from disadvantaged backgrounds |
| topic | Expo for Young Scientists Competition Extracurricular science enrichment Inquiry Education in poverty Teacher guidance |
| url | https://doi.org/10.1007/s44217-025-00403-y |
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