The Contribution of Informal Learning Environments to Gifted Students and Advisors: The Case of 4006 Science Fair

Abstract

The aim of this study is to comprehensively examine the effects of the 4006 TÜBİTAK Science Fair on teachers and students. The study was designed with a phenomenological design, which is a design of qualitative research method. The participants consisted of 17 gifted students and 6 advisor teachers who participated in the fair held at the Science and Art Center (SAC). The data collection process was carried out through semi-structured interviews and in-depth information was obtained from the experiences of the participants. The findings of the study show that the science fair contributed significantly to the professional development of teachers. The advisor teachers stated that the science fair provided them with important opportunities to improve their teaching skills, enrich their pedagogical approaches and interact with students. They also emphasized that science fairs enable teachers to develop more innovative and creative methods in learning processes. In terms of students, it was observed that the project development and presentation processes increased self-confidence, strengthened communication skills and provided a deeper involvement in scientific research processes. Participants stated that the science fair provided an experience that encouraged them to research and reinforced their scientific thinking skills. This has a positive impact on students' academic achievement by increasing their interest in science and technology. As a result, it was determined that the 4006 TÜBİTAK Science Fair provides important gains for both teachers and students in the educational context.

Keywords

• Informal Learning
• Science Fair
• Gifted.

References

1. Benzer, S., & Evrensel, E. (2019). Student opinions about TUBİTAK 4006 science fair. Journal of Steam Education, 2(2), 28-38.
2. Billett, S. (2018). Distinguishing life longlearningfrom life longeducation. Journal of Adult Learning, Knowledge andInnovation, 2(1), 1-7.
3. Callanan, M., Cervantes, C., & Loomis, M. (2011). Informal learning. Wiley Interdisciplinary Reviews: Cognitive Science, 2(6), 646-655.
4. Calabrese, J. E., & Capraro, R. M. (2022). The autonomy of informal STEM and benefits of andragogy with gifted children. Journal of Research in Innovative Teaching & Learning, 15(2), 207-217.
5. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and researchdesign: Choosing among five approaches. Sage publications.
6. Çağan, S., Kızılcık, H. Ş., & Yavaş, P. Ü. (2020). Investigation of the change in attitudes of students participating in a TUBİTAK science fair towards physics course. Gazi Educational Sciences Journal, 6(2), 168-184.
7. Çetinkaya, E. (2020). The effect of participation in science fairs on middle school students' attitudes towards science. Kastamonu EducationJournal, 28(6), 2484-2496.
8. Çetinkaya, E. & Ayartepe, S. (2020). Teachers’ viewsabout TÜBİTAK 4006 sciencefairs. Journalof Research in InformalEnvironments, 5(2), 159-198.

9. Decius, J.,Schaper, N., &Seifert, A. (2019). Informalworkplacelearning: Development andvalidation of a measure. Human Resource Development Quarterly, 30(4), 495-535.
10. Erdal, C.,& Sarı, U. (2020). The effects of science fairs on science process skills of secondary school students. Eskişehir Eskişehir Osmangazi University Turkish World Application and Research Center Education Journal, 5(2), 37-54.
11. Glesne, C. (2011). Becoming qualitative researchers: An introduction (for the dition), Pearson Education.
12. Günbey, E., & Değirmençay, Ş. A. (2021). Student opinions about 4006 TUBİTAK science fair: Giresun province example. Journal of Science Mathematics Entrepreneurship and Technology Education, 4(3), 171-188.
13. Hager, P., & Halliday, J. (2007). Recovering informal learning: Wisdom, judgement and community (Vol. 7). Springer Science & Business Media.
14. Haataja, E., Hannula, M. S., Laine, A., Portaankorva-Koivisto, P., & Moreno-Esteva, E. G. (2019). LUMAT International Journal on Math Science and Technology Education, Vol 7 No 2 (2019): Special Issue: The International Conference of Mathematical Views 2018–Selected Papers.
15. Keleş, P. U., & Soyuçok, H. (2020). Opinions of students who participated in TUBİTAK 4006 science fairs with their science projects about science fairs. Trakya Education Journal,10(2), 361-377.
16. Keskin, D. (2019). The Effect of Science Fairs on Science Process Skills, Motivation and Anxiety Levels of Secondary School Students [Master'sthesis], Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü).
17. Keskin, D.,& Özel, M. (2022). Investigation of the effect of 4006 coded TÜBİTAK science fairs on the scientific process skills of secondary school students. Abant İzzet Baysal University Journal of Education Faculty, 22(3), 870-886.
18. Kleinheksel, A. J., Rockich-Winston, N., Tawfik, H., &Wyatt, T. R. (2020). Demystifying content analysis. American Journal of Pharmaceutical Education, 84(1), 127-137. https://doi.org/10.5688/ajpe7113
19. Kural, N., & Nakiboğlu, C. (2020). Examining the thoughts of experienced chemistry teachers about TÜBİTAK 4006 science fair support programs. Turkish Chemistry Association Journal Section C: Chemistry Education, 5(1), 71-94.
20. Marsick, V. J. (2009). Toward a unifying framework to support informal learning theory, research and practice. Journal of workplace learning, 21(4), 265-275.
21. Merriam, S., B. (2009). Qualitativeresearch a guide to design and ımplementation, Jossey-Bass A Wiley Imprint.
22. Miles, M. B., & Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks: Sage.
23. Okuyucu, M. A. (2019). Opinions of teachers and students on 4006-TÜBİTAK science fair. International Journal of Social Sciences and Education Research, 5(2), 202-218.
24. Özdemir, B. B., & Babaoğlan, B. (2019). The scientific process skills of the 6th grade students of tübitak 4006 science fairs and the irrelationship with the attitudes towards science course. Journal of Research in Informal Environments, 4(1), 22-136
25. Keskin, D., & Özel, M. (2022). Investigating the effects of 4006 coded TUBİTAK science fairs on the scientific process skills of secondary school students. Abant İzzet Baysal University Faculty of Education Journal. doi.org/10.17240/aibuefd.2022-560153
26. Öztürk, N., Altan, E. B., Üçüncüoğlu, İ., Kara, E., & Şerbetcioğlu, Ö. (2023). A holistic view of the contributions of science fair to students: Views of teachers, students, and workshop leaders. Journal of Science Education, 11(2), 467-488.
27. Patton, M. Q. (2014). Qualitative research and evaluation methods. Sage Publications.
28. Schugurensky, D. (2000). Theforms of informallearning: Towards a conceptualization of thefield. https://tspace.library.utoronto.ca/bitstream/1807/2733/2/19formsofinformal.pdf
29. 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.
30. Sontay, G., Fatih, A. N. A. R., & Karamustafaoğlu, O. (2019). Opinions of middle school students who participated in the 4006-TÜBİTAK science fair about the science fair. International e-Journal of Educational Studies, 3(5), 16-28.
31. Şen, G. (2023). Examining the opinions of teachers on project and project consultancy processes within the scope of the TÜBİTAK 4006 science fair support program via social media. [Master thesis], Bursa Uludağ University.
32. Topcu, İ., & Kumru, T. (2022). Opinions of students who participated in TÜBİTAK 4006 science fairs about these fairs organized in secondary education. Sivas Cumhuriyet University Journal of Educational Sciences Institute, 1(2), 208-222.
33. Torun, E., & Akpınar, M. (2021). Reflectionsfrom social studies teachers' TÜBİTAK 4006 project experiences: problems and solution suggestions. Western Anatolia Journal of EducationalSciences, 12(2), 717-741.
34. TÜBİTAK. (2024). 4006-TÜBİTAK science fairs support program guide. https://tubitak.gov.tr/tr/destekler/bilim-toplum/ulusal-destek-programlari/4006-tubitak-bilim-fuarlari-destekleme-programi
35. Ward, S. J., Price, R. M., Davis, K., & Crowther, G. J. (2018). Songwriting to learn: how high school science fair participants use music to communicate personally relevant scientific concepts. International Journal of Science Education, Part B, 8(4), 307-324.
36. Yıldırım, H. İ. (2020). The views of students participating in science fairs with their projects and advisory teachers on science fair. e- Kafkas Journal of Educational Research, 7(1),49 - 51.
37. Zahidi, A. M., Ing, O. S., Yusof, R., Kanapathy, S., Ismail, M. J., & You, H. W. (2021). Effect of science camp for enhancing STEM skills of gifted young scientists. Journal for the Education of Gifted Young Scientists, 9(1), 15-26.