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

Year 2025, Volume: 8 Issue: 1, 32 - 47, 31.01.2025

İbrahim Benek , Aydın Tiryaki

https://doi.org/10.55290/steam.1577822

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.

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