Araştırma Makalesi
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Science Teachers’ Views about the Science Fair at Primary Education Level

Yıl 2013, Cilt: 4 Sayı: 2, 56 - 64, 01.02.2013

Öz

Science fair is an environment where students present their scientific research projects. Opinions of science teachers who participated as a mentor in science fair are important for determining of the science fair quality and its contribution of science education. The aim of study was to determine science teachers’ views about the science fair at primary education level in Turkey. In this qualitative study, seven science teachers who worked in A city in Turkey were interviewed regarding a national science fair called “This is My Work Science and Mathematics Project Study for Elementary School Students”. According to the interviews, the science teachers reported that students and their parents were indifferent to science fair; that they had difficulties developing a project idea; that students do not prepare the projects themselves but their parents or teachers do; and that science fair was important for developing certain skills of students. In developing countries, certain arrangements should be made in science programs as well as in science fair organizations to avoid transforming science fairs into a harmful tool.

Kaynakça

  • Abernathy, T.V., & Vineyard, R.N. (2001). Academic competitions in science. Clearing House, 74(5), 269-277.
  • Balas, A.,K., (1998). Science fairs in elementary school, ERIC clearinghouse for science mathematics and environmental education columbos OH., 1-5, (ERIC document reproduction service No. ED 432444)
  • Bellipanni, L.J., & Lilly, J.E. (1999). What have researchers been saying about science fairs? Science and children, May 99, 46-50.
  • Blenis, D.,S., (2000). The effects of mandatory, competitive science fairs on fifth grade students’ attitudes toward science and interest in science. Reports- Research (143), 26 sf. Retrieved from http://www.eric.ed.gov/PDFS/ED443718.pdf
  • Bunderson, E.D., & Anderson, T. (1996). Preservice elementary teachers’ attitudes toward their past experiences with science fairs. School science & mathematics, 96(7), 371-378.
  • Czerniak, C.M. (1996). Predictors of success in a district science fair competition: An exploratory study. School science & mathematics, 96(1), 21-28.
  • Czerniak, C.M., & Lumpe A.T. (1996). Predictors of science fair participation using the theory of planned behavior. School Science & Mathematics,97(7), 335-362.
  • Fisanick, L. M. (2010). A descriptive study of the middle school science teacher behavior for required student participation in science fair competitions. Doctoral Thesis. Pennsylvania University. Indiana. Umı Number: 3403187
  • Grobman, A. (1993). A fair proposition?, The Science Teacher, 60,40-41.
  • Grote, M., (1995). Teacher opinions concerning science projects and science fairs. Ohio journal of science, 95(4), 274-277.
  • Grote, M. (1996). The nature of student science projects in comparison to educational goals for science. Ohio journal of science,96(4/5), 81-88.
  • Gomez, K. (2007). Negotiating discources: sixth-grade students’ use of multiple science discources during a science fair presentation. Linguistics and education, 18, 41–64.
  • Kankelborg, A., (2005). Ruralscience fair competition: levelling the playing field. Master thesis. Montana University, Montana. UMI: EP31005
  • LaBanca, F., (2008). Impactof problem finding on the quality of authentic open inquiry science research projects. Doctoral Thesis. Western Connecticut State University. UMI Number: 3411366.
  • McDonough, S. G. (1995). How parental support affect students’ attitudes towards the science fair. Reports-research, 143, 46 pp. ERIC Document Reproduction Service No. ED 390707.
  • McMillan, J. H. (2000). Educational research: Fundamentals for the consumer, (3rd Ed.). Newyork: Addison Wesley Longman.
  • Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis. London: Sage Publication.
  • Payne, S. (1999). Interview in qualitative research. In Memon, A. & Bull, R. (Eds.), Handbook of the psychology of interviewing (pp. 89-100). Chichester :Wiley.
  • Republic of Turkey Ministry of National Education, Board of Education, (2005). TTKB (Talim Terbiye Kurulu Başkanlığı) http://ttkb.meb.gov.tr/program.aspx?tur=ilkogretim Fen ve Teknoloji Dersi Programı. Retrieved from,
  • Republic of Turkey Ministry of National Education, Educational Research and Development Directorate, (2012). Retrieved from, http://tegm.meb.gov.tr/bubenimeserim/
  • Shore, B.M., & Delcourt, M.A.B. (1995). Understanding inquiry: Lessons in scientific thinking and fraud from students’ participation in science fairs. Annual Meeting of the National Association for Gifted Children, Salt Lake City, UT.
  • Shore, B. M., Delcourt, M. A. B., Syre, C. A., & Shapiro, M. (2007). The phantom of the science fair. In B. M. Shore, M. W. Aulls, & M. A. B. Delcourt (Eds.), Inquiry in education, volume II: overcoming barriers to successful implementation. Mahwah, NJ: Erlbaum.
  • Syer, C.A., & Shore, B.M. (2001). Science fairs: What are the sources of help for students and how prevalent is cheating ?, School Science & Mathematics, 101(4), 206-221.
  • Tortop, H. S. (2010). The application of project based learning model supported by prepared according to constructivist approach the field trip to the solar energy and its usage areas. Doctoral Thesis. Suleyman Demirel University. Isparta. Turkey.
  • Van Eck, R. (2006). The effect of contextual pedagogical advisement and competition on middle- school students’ attitude toward mathematics and mathematics instruction using a computer-based simulation game. Journal of Computers in Mathematics and Science Teaching, 25(2), 165-195.
  • Wang, X.H., & Yang, B. Z. (2003). Why competition may discourage students from learning? A behavioral economic analysis. Education Economics, 11(2), 117-128.
  • Yayla, Z., & Uzun, B., (2008). Fen ve teknoloji eğitiminde proje çalışmaları ve bilim şenlikleri. XVII. Ulusal Eğitim Bilimleri Kongresi. 1-3 Eylül 2008. Sakarya.
  • Yıldırım, A., & Şimşek, H., (2003). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık. 3. Baskı. Ankara.
Yıl 2013, Cilt: 4 Sayı: 2, 56 - 64, 01.02.2013

Öz

Kaynakça

  • Abernathy, T.V., & Vineyard, R.N. (2001). Academic competitions in science. Clearing House, 74(5), 269-277.
  • Balas, A.,K., (1998). Science fairs in elementary school, ERIC clearinghouse for science mathematics and environmental education columbos OH., 1-5, (ERIC document reproduction service No. ED 432444)
  • Bellipanni, L.J., & Lilly, J.E. (1999). What have researchers been saying about science fairs? Science and children, May 99, 46-50.
  • Blenis, D.,S., (2000). The effects of mandatory, competitive science fairs on fifth grade students’ attitudes toward science and interest in science. Reports- Research (143), 26 sf. Retrieved from http://www.eric.ed.gov/PDFS/ED443718.pdf
  • Bunderson, E.D., & Anderson, T. (1996). Preservice elementary teachers’ attitudes toward their past experiences with science fairs. School science & mathematics, 96(7), 371-378.
  • Czerniak, C.M. (1996). Predictors of success in a district science fair competition: An exploratory study. School science & mathematics, 96(1), 21-28.
  • Czerniak, C.M., & Lumpe A.T. (1996). Predictors of science fair participation using the theory of planned behavior. School Science & Mathematics,97(7), 335-362.
  • Fisanick, L. M. (2010). A descriptive study of the middle school science teacher behavior for required student participation in science fair competitions. Doctoral Thesis. Pennsylvania University. Indiana. Umı Number: 3403187
  • Grobman, A. (1993). A fair proposition?, The Science Teacher, 60,40-41.
  • Grote, M., (1995). Teacher opinions concerning science projects and science fairs. Ohio journal of science, 95(4), 274-277.
  • Grote, M. (1996). The nature of student science projects in comparison to educational goals for science. Ohio journal of science,96(4/5), 81-88.
  • Gomez, K. (2007). Negotiating discources: sixth-grade students’ use of multiple science discources during a science fair presentation. Linguistics and education, 18, 41–64.
  • Kankelborg, A., (2005). Ruralscience fair competition: levelling the playing field. Master thesis. Montana University, Montana. UMI: EP31005
  • LaBanca, F., (2008). Impactof problem finding on the quality of authentic open inquiry science research projects. Doctoral Thesis. Western Connecticut State University. UMI Number: 3411366.
  • McDonough, S. G. (1995). How parental support affect students’ attitudes towards the science fair. Reports-research, 143, 46 pp. ERIC Document Reproduction Service No. ED 390707.
  • McMillan, J. H. (2000). Educational research: Fundamentals for the consumer, (3rd Ed.). Newyork: Addison Wesley Longman.
  • Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis. London: Sage Publication.
  • Payne, S. (1999). Interview in qualitative research. In Memon, A. & Bull, R. (Eds.), Handbook of the psychology of interviewing (pp. 89-100). Chichester :Wiley.
  • Republic of Turkey Ministry of National Education, Board of Education, (2005). TTKB (Talim Terbiye Kurulu Başkanlığı) http://ttkb.meb.gov.tr/program.aspx?tur=ilkogretim Fen ve Teknoloji Dersi Programı. Retrieved from,
  • Republic of Turkey Ministry of National Education, Educational Research and Development Directorate, (2012). Retrieved from, http://tegm.meb.gov.tr/bubenimeserim/
  • Shore, B.M., & Delcourt, M.A.B. (1995). Understanding inquiry: Lessons in scientific thinking and fraud from students’ participation in science fairs. Annual Meeting of the National Association for Gifted Children, Salt Lake City, UT.
  • Shore, B. M., Delcourt, M. A. B., Syre, C. A., & Shapiro, M. (2007). The phantom of the science fair. In B. M. Shore, M. W. Aulls, & M. A. B. Delcourt (Eds.), Inquiry in education, volume II: overcoming barriers to successful implementation. Mahwah, NJ: Erlbaum.
  • Syer, C.A., & Shore, B.M. (2001). Science fairs: What are the sources of help for students and how prevalent is cheating ?, School Science & Mathematics, 101(4), 206-221.
  • Tortop, H. S. (2010). The application of project based learning model supported by prepared according to constructivist approach the field trip to the solar energy and its usage areas. Doctoral Thesis. Suleyman Demirel University. Isparta. Turkey.
  • Van Eck, R. (2006). The effect of contextual pedagogical advisement and competition on middle- school students’ attitude toward mathematics and mathematics instruction using a computer-based simulation game. Journal of Computers in Mathematics and Science Teaching, 25(2), 165-195.
  • Wang, X.H., & Yang, B. Z. (2003). Why competition may discourage students from learning? A behavioral economic analysis. Education Economics, 11(2), 117-128.
  • Yayla, Z., & Uzun, B., (2008). Fen ve teknoloji eğitiminde proje çalışmaları ve bilim şenlikleri. XVII. Ulusal Eğitim Bilimleri Kongresi. 1-3 Eylül 2008. Sakarya.
  • Yıldırım, A., & Şimşek, H., (2003). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık. 3. Baskı. Ankara.
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Hasan Said Tortop Bu kişi benim

Yayımlanma Tarihi 1 Şubat 2013
Gönderilme Tarihi 6 Şubat 2015
Yayımlandığı Sayı Yıl 2013 Cilt: 4 Sayı: 2

Kaynak Göster

APA Tortop, H. S. (2013). Science Teachers’ Views about the Science Fair at Primary Education Level. Turkish Online Journal of Qualitative Inquiry, 4(2), 56-64.
AMA Tortop HS. Science Teachers’ Views about the Science Fair at Primary Education Level. TOJQI. Nisan 2013;4(2):56-64.
Chicago Tortop, Hasan Said. “Science Teachers’ Views about the Science Fair at Primary Education Level”. Turkish Online Journal of Qualitative Inquiry 4, sy. 2 (Nisan 2013): 56-64.
EndNote Tortop HS (01 Nisan 2013) Science Teachers’ Views about the Science Fair at Primary Education Level. Turkish Online Journal of Qualitative Inquiry 4 2 56–64.
IEEE H. S. Tortop, “Science Teachers’ Views about the Science Fair at Primary Education Level”, TOJQI, c. 4, sy. 2, ss. 56–64, 2013.
ISNAD Tortop, Hasan Said. “Science Teachers’ Views about the Science Fair at Primary Education Level”. Turkish Online Journal of Qualitative Inquiry 4/2 (Nisan 2013), 56-64.
JAMA Tortop HS. Science Teachers’ Views about the Science Fair at Primary Education Level. TOJQI. 2013;4:56–64.
MLA Tortop, Hasan Said. “Science Teachers’ Views about the Science Fair at Primary Education Level”. Turkish Online Journal of Qualitative Inquiry, c. 4, sy. 2, 2013, ss. 56-64.
Vancouver Tortop HS. Science Teachers’ Views about the Science Fair at Primary Education Level. TOJQI. 2013;4(2):56-64.