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The Effect of Science Festival on Participants' Attitudes Towards Science

Year 2022, Volume: 5 Issue: 1, 88 - 99, 31.01.2022

Abstract

Science festival aims to spread the science culture and communication to wider sections of the society, to provide scientific knowledge to the participants and to comprehend the interaction between science and technology through activities. 30 regional and original events prepared by the units within our university, such as “Adventure of Rose Oil and Rose Water” and “Lavender Perfume” will be realized. The proposed activities include workshops, experimental applications, interactive applications, observation, competitions, collaborative group works, field studies, exhibitions and demonstrations, interviews, and sports activities to attract everyone's attention from 7 to 77. The event aims to present scientific knowledge to the participants within the framework of applied sciences. In addition to regional projects in agriculture, forestry, technology, and aquaculture science, participants at the Science Festival of Isparta University of Applied Sciences as well as activities such as “Reproduction of Medicinal and Aromatic Plants”, “Survival and Camping in Nature” and “Arduino” aims to provide. In order to enable the participants to take an active role in the realization of the activities, the activities were diversified in each activity using different types of activities. The scientific attitude scale was used to determine the gains, experiences, and opinions of the participants within the scope of the planned activities. In the study, the level of the science fair participants' attitudes towards science and gender difference in the attitudes of science fair participants towards science, and opinions and suggestions of the participants about the Science Festival are determined. Within the scope of that, the scientific attitude scale and an open-ended question is used. In the scientific attitude scale, there are 40 items structured to explain the nature of science, the way scientists work, and how the participants feel about science. After the survey items, an open-ended question was asked to reflect opinions and suggestions about the Science Festival. Also, a result of this research, it was determined that the attitudes of the participants towards science were high in a positive way, the participants found the organization productive and fun, and they stated that they could experiment, they wanted such organizations to continue by taking precautions during the pandemic process, suggested that more workshops be held at the next science festival.

References

  • Akkanat, Ç. (2020). TÜBİTAK 4007 Bilim şenlikleri destekleme programı kapsamında gerçekleştirilen merzifon bilim şenliğinin farklı yaş gruplarına göre değerlendirilmesi. Journal of Interdisciplinary Education: Theory and Practice, 2(2), 102-122.
  • Başar, M., Doğan, C., Şener, N., & Doğan, Z. G. (2018). Bilim şenliği etkinliklerinin öğrenci veli ve öğretmen görüşlerine göre incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 11(2), 132-147.
  • Bencze, J.L. & Bowen, G. (2009). A National Science Fair: Exhibiting support for the knowledge economy. International Journal of Science Education, 31(18), 2459-2483.
  • Demirbaş, M., & Yağbasan, R. (2006). Fen bilgisi öğretiminde bilimsel tutumların işlevsel önemi ve bilimsel tutum ölçeğinin Türkçe'ye uyarlanma çalışması. Uludağ üniversitesi eğitim fakültesi dergisi, 19(2), 271-299.
  • Durmaz, H., Dinçer, E.O. & Osmanoğlu, A. (2017). The effect of science fair on prospective teachers’ attitude towards science teaching and students’ towards science (Bilim şenliğinin öğretmen adaylarının fen öğretimine ve öğrencilerin fene yönelik tutumlarına etkisi). Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 364-378.
  • Finnerty, V. (2013). Can participation in a school science fair improve middle school students' attitudes toward science and interest in science careers?, Doctoral Thesis, University of Massachusetts Lowell.
  • Gülgün, C., Yılmaz, A., Çağrı, A. V. A. N., Akyol, B. E., & Doğanay, K. (2019). TÜBİTAK tarafından desteklenen bilim şenliklerine (4007) Yönelik ilkokul ve ortaokul öğrencilerinin ve atölye liderlerinin görüşlerinin belirlenmesi. Journal of STEAM Education, 2(1), 52-67.
  • Karadeniz, O. & Ata, B. (2013). Sosyal bilgiler dersinde proje fuarının kullanılmasına ilişkin öğrenci görüşleri. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(14), 375-410.
  • Karasar, N. (2008). Bilimsel araştırma yöntemi: kavramlar-ilkeler-teknikler. Nobel Yayın Dağıtım.
  • Keçeci, G. (2017). The aims and learning attainments of secondary and high school students attending science festivals: A case study. Educational Research and Reviews, 12(23), 1146- 1153.
  • Kızılcık, H. Ş., Çağan, S., & Yavaş, P. Ü. (2018). TÜBİTAK bilim fuarlarına ve fuarların fizik dersine yönelik öğrenci tutumlarına etkisine ilişkin ziyaretçi görüşleri. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 287-310. Korkmaz, H. (2012). Making science fair: How can we achieve equal opportunity for all students in science? Procedia–Social and Behavioral Sciences, 46, 3078–3082.
  • Martin, D. J. (2009). Elementary Science Methods: A Constructivist Approach. Fifth Edition, Wadsworth, Cengage Learning, USA.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis (2nd ed.). Thousand Oaks, CA: Sage.
  • Moore, W. R, & Foy, R. (1997). The Scientific Attitude Inventory: A Revision (SAI II) Journal of Research in Science Teaching, 34, 4, 327-336.
  • Şahin, Ş. (2012). Bilim şenliklerinin 10. sınıf öğrencilerinin kimya dersine yönelik tutumlarına olan etkisi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 5(1), 89-103.
  • Tezcan, S., & Gülperçin, N. (2008). İzmir’de bilim fuarı ve eğitim bilim şenliği katılımcılarının böceklere bakışı. Türkiye Entomoloji Dergisi, 32(2), 103-113.
  • Urmaz, H., Dinçer, E. O., & Osmanoğlu, A. (2017). Bilim şenliğinin öğretmen adaylarının fen öğretimine ve öğrencilerin fene yönelik tutumlarına etkisi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 364-378.
  • Yıldırım, H. İ. & Şensoy, Ö. (2016). Bilim şenliklerinin 6. sınıf öğrencilerinin fen bilimleri dersine yönelik tutumlarına etkisi. Türk Eğitim Bilimleri Dergisi, 14(1), 23-40.

The Effect of Science Festival on Participants' Attitudes Towards Science

Year 2022, Volume: 5 Issue: 1, 88 - 99, 31.01.2022

Abstract

Science festival aims to spread the science culture and communication to wider sections of the society, to provide scientific knowledge to the participants and to comprehend the interaction between science and technology through activities. 30 regional and original events prepared by the units within our university, such as “Adventure of Rose Oil and Rose Water” and “Lavender Perfume” will be realized. The proposed activities include workshops, experimental applications, interactive applications, observation, competitions, collaborative group works, field studies, exhibitions and demonstrations, interviews, and sports activities to attract everyone's attention from 7 to 77. The event aims to present scientific knowledge to the participants within the framework of applied sciences. In addition to regional projects in agriculture, forestry, technology, and aquaculture science, participants at the Science Festival of Isparta University of Applied Sciences as well as activities such as “Reproduction of Medicinal and Aromatic Plants”, “Survival and Camping in Nature” and “Arduino” aims to provide. In order to enable the participants to take an active role in the realization of the activities, the activities were diversified in each activity using different types of activities. The scientific attitude scale was used to determine the gains, experiences, and opinions of the participants within the scope of the planned activities. In the study, the level of the science fair participants' attitudes towards science and gender difference in the attitudes of science fair participants towards science, and opinions and suggestions of the participants about the Science Festival are determined. Within the scope of that, the scientific attitude scale and an open-ended question is used. In the scientific attitude scale, there are 40 items structured to explain the nature of science, the way scientists work, and how the participants feel about science. After the survey items, an open-ended question was asked to reflect opinions and suggestions about the Science Festival. Also, a result of this research, it was determined that the attitudes of the participants towards science were high in a positive way, the participants found the organization productive and fun, and they stated that they could experiment, they wanted such organizations to continue by taking precautions during the pandemic process, suggested that more workshops be held at the next science festival.

References

  • Akkanat, Ç. (2020). TÜBİTAK 4007 Bilim şenlikleri destekleme programı kapsamında gerçekleştirilen merzifon bilim şenliğinin farklı yaş gruplarına göre değerlendirilmesi. Journal of Interdisciplinary Education: Theory and Practice, 2(2), 102-122.
  • Başar, M., Doğan, C., Şener, N., & Doğan, Z. G. (2018). Bilim şenliği etkinliklerinin öğrenci veli ve öğretmen görüşlerine göre incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 11(2), 132-147.
  • Bencze, J.L. & Bowen, G. (2009). A National Science Fair: Exhibiting support for the knowledge economy. International Journal of Science Education, 31(18), 2459-2483.
  • Demirbaş, M., & Yağbasan, R. (2006). Fen bilgisi öğretiminde bilimsel tutumların işlevsel önemi ve bilimsel tutum ölçeğinin Türkçe'ye uyarlanma çalışması. Uludağ üniversitesi eğitim fakültesi dergisi, 19(2), 271-299.
  • Durmaz, H., Dinçer, E.O. & Osmanoğlu, A. (2017). The effect of science fair on prospective teachers’ attitude towards science teaching and students’ towards science (Bilim şenliğinin öğretmen adaylarının fen öğretimine ve öğrencilerin fene yönelik tutumlarına etkisi). Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 364-378.
  • Finnerty, V. (2013). Can participation in a school science fair improve middle school students' attitudes toward science and interest in science careers?, Doctoral Thesis, University of Massachusetts Lowell.
  • Gülgün, C., Yılmaz, A., Çağrı, A. V. A. N., Akyol, B. E., & Doğanay, K. (2019). TÜBİTAK tarafından desteklenen bilim şenliklerine (4007) Yönelik ilkokul ve ortaokul öğrencilerinin ve atölye liderlerinin görüşlerinin belirlenmesi. Journal of STEAM Education, 2(1), 52-67.
  • Karadeniz, O. & Ata, B. (2013). Sosyal bilgiler dersinde proje fuarının kullanılmasına ilişkin öğrenci görüşleri. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(14), 375-410.
  • Karasar, N. (2008). Bilimsel araştırma yöntemi: kavramlar-ilkeler-teknikler. Nobel Yayın Dağıtım.
  • Keçeci, G. (2017). The aims and learning attainments of secondary and high school students attending science festivals: A case study. Educational Research and Reviews, 12(23), 1146- 1153.
  • Kızılcık, H. Ş., Çağan, S., & Yavaş, P. Ü. (2018). TÜBİTAK bilim fuarlarına ve fuarların fizik dersine yönelik öğrenci tutumlarına etkisine ilişkin ziyaretçi görüşleri. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 287-310. Korkmaz, H. (2012). Making science fair: How can we achieve equal opportunity for all students in science? Procedia–Social and Behavioral Sciences, 46, 3078–3082.
  • Martin, D. J. (2009). Elementary Science Methods: A Constructivist Approach. Fifth Edition, Wadsworth, Cengage Learning, USA.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis (2nd ed.). Thousand Oaks, CA: Sage.
  • Moore, W. R, & Foy, R. (1997). The Scientific Attitude Inventory: A Revision (SAI II) Journal of Research in Science Teaching, 34, 4, 327-336.
  • Şahin, Ş. (2012). Bilim şenliklerinin 10. sınıf öğrencilerinin kimya dersine yönelik tutumlarına olan etkisi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 5(1), 89-103.
  • Tezcan, S., & Gülperçin, N. (2008). İzmir’de bilim fuarı ve eğitim bilim şenliği katılımcılarının böceklere bakışı. Türkiye Entomoloji Dergisi, 32(2), 103-113.
  • Urmaz, H., Dinçer, E. O., & Osmanoğlu, A. (2017). Bilim şenliğinin öğretmen adaylarının fen öğretimine ve öğrencilerin fene yönelik tutumlarına etkisi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 364-378.
  • Yıldırım, H. İ. & Şensoy, Ö. (2016). Bilim şenliklerinin 6. sınıf öğrencilerinin fen bilimleri dersine yönelik tutumlarına etkisi. Türk Eğitim Bilimleri Dergisi, 14(1), 23-40.
There are 18 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Ebru Yılmaz İnce 0000-0001-9462-0363

Ahmet Kabul 0000-0002-9666-2660

İbrahim Diler 0000-0002-2182-2615

Publication Date January 31, 2022
Submission Date December 13, 2021
Acceptance Date January 24, 2022
Published in Issue Year 2022 Volume: 5 Issue: 1

Cite

APA Yılmaz İnce, E., Kabul, A., & Diler, İ. (2022). The Effect of Science Festival on Participants’ Attitudes Towards Science. Journal of STEAM Education, 5(1), 88-99.

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