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Journal articles on the topic 'Science fair'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Dybwad, G. L. "In Science Education, What's Fair is Fairs." Physics Today 45, no. 2 (1992): 15. http://dx.doi.org/10.1063/1.2809520.

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2

Grinnell, Frederick, Simon Dalley, and Joan Reisch. "High school science fair: Experiences of two groups of undergraduate bioscience students." PLOS ONE 16, no. 6 (2021): e0252627. http://dx.doi.org/10.1371/journal.pone.0252627.

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Science fairs offer potential opportunities for students to learn first-hand about the practices of science. Over the past six years we have been carrying out voluntary and anonymous surveys with regional and national groups of high school and post high school students to learn about their high school science fair experiences regarding help received, obstacles encountered, and opinions about the value and impact of science fair. Understanding what students think about science fairs will help educators make science fairs more effective learning opportunities. In this paper, we focus on the find

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3

Stoyanova, Greta. "Science Fair." Education and Technologies Journal 9, no. 2 (2018): 288–90. http://dx.doi.org/10.26883/2010.182.1034.

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4

Stoyanova, Greta. "Science Fair." Vocational Education 24, no. 3 (2021): 302–5. http://dx.doi.org/10.53656/voc22-367pana.

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For the successful implementation of the new Life sciences and Biology and health education curriculums it is essential to put the emphasis on the research approach. As a teacher who embraces innovations, I encourage and apply both the practical and project-orientated education. „Science Fair“ is a method of teaching and learning in which the students acquire new knowledge, develop skills and competencies, while planning, putting in practice and presenting the projects that they have created (individually and in teams). Working on projects turns the act of learning into an exciting and intrigu

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5

Nelson, Marilyn. "Science Fair: Holographic Visit, and: Science Fair: Pee Light, and: Science Fair: Roasting Pan Desalinator." Pleiades: Literature in Context 40, no. 1 (2020): 88–90. http://dx.doi.org/10.1353/plc.2020.0045.

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6

Arzu, Kucuk. "Experiences of Turkish Middle School Science Teachers' First Science Fair Projects Coordination." Education Quarterly Reviews 4, Special Issue 1 (2021): 497–512. https://doi.org/10.31014/aior.1993.04.02.262.

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This study aimed to reveal the experiences of science teachers conducting a science fair project for the first time. The research used quantitative data based on an online assessment survey for science fair projects. There are twenty-one questions (one of them is open-ended, the others are Likert type) developed by the researcher. The questionnaire was shared with science teachers on the science fair, 4006 science fairs, Tübitak science fairs themed social media pages between June and October 2018. 244 coordinator science teachers marked the survey. The data obtained from the questionnair

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7

WANG, LINDA. "VIRTUAL SCIENCE FAIR." Chemical & Engineering News Archive 89, no. 8 (2011): 39. http://dx.doi.org/10.1021/cen-v089n008.p039.

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8

Herzenberg, Caroline. "Science is fair." New Scientist 215, no. 2876 (2012): 31. http://dx.doi.org/10.1016/s0262-4079(12)62014-4.

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9

Chen, Ganigar. "National Science Festival of Thailand: historical roots, current activities and future plans of the National Science Fair." Journal of Science Communication 13, no. 04 (2014): C04. http://dx.doi.org/10.22323/2.13040304.

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Thailand’s National Science Fair is an annual two-week event held to promote science, encourage learning and prove that science is for everyone. Derived from the first ‘Thai National Science Day’ in 1982, the fair now hosts over 1 million visitors, with exhibits from over 50 national and international companies and institutions from governmental, educational and commercial sectors. Whilst the fair is normally held in Bangkok the outreach program holds mini fairs for 32 Universities and numerous schools across the nation for local participation in science week. This paper discusses the past, pr

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10

Chin, G. J. "PSYCHOLOGY: Fair Trade or Fair Play." Science 306, no. 5694 (2004): 199c. http://dx.doi.org/10.1126/science.306.5694.199c.

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11

Kader, Birinci Konur, and Yazici Ayşegül. "Evaluation of 4006 TUBITAK Science Fairs in Terms of Science Teachers." Education Quarterly Reviews 5, no. 3 (2022): 180–94. https://doi.org/10.31014/aior.1993.05.03.537.

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In recent years, the organizations of the science fairs at schools have been emphasized on. Science fairs are important since students' perceptions, attitudes, and achievements towards sciences are affected positively by the science fairs. It is important to carry out studies for science fairs and follow up this process in this context. This study aims to evaluate the effectiveness of the 4006 coded TUBITAK science fairs and the problems experienced by sciences teachers during the preparation and implementation stages of the fair. For this purpose, the study was carried out within the fram

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12

Craven, John, and Tracy Hogan. "Rethinking the Science Fair." Phi Delta Kappan 89, no. 9 (2008): 679–80. http://dx.doi.org/10.1177/003172170808900915.

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13

Matthews, Jermey N. A. "Global online science fair." Physics Today 64, no. 3 (2011): 33–34. http://dx.doi.org/10.1063/1.3582953.

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14

Levitin, Daniel J. "My First Science Fair." Perspectives on Psychological Science 5, no. 6 (2010): 628–31. http://dx.doi.org/10.1177/1745691610388756.

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15

Fitzgerald, Sue, and Mary Lou Hines. "The computer science fair." ACM SIGCSE Bulletin 28, no. 1 (1996): 368–72. http://dx.doi.org/10.1145/236462.236581.

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16

Reynolds, Helen. "Science Fair Projects: Physics." Physics Education 35, no. 6 (2000): 469–70. http://dx.doi.org/10.1088/0031-9120/35/6/702.

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17

Redinger, Andrea, and April Falkosky. "Review: Science Fair Winners: Junkyard Science." American Biology Teacher 73, no. 4 (2011): 248. http://dx.doi.org/10.1525/abt.2011.73.4.13.b.

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18

Nestle, M. "Give the "Fair Sex" a Fair Shake." Science 327, no. 5965 (2010): 523. http://dx.doi.org/10.1126/science.327.5965.523-b.

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19

Rice, Simon. "Fair Enough. Fair's Fair. Be Fair. That's Not Fair. All's Fair?" Alternative Law Journal 25, no. 1 (2000): 2. http://dx.doi.org/10.1177/1037969x0002500101.

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20

De Maria, Marcello, Elizabeth J. Z. Robinson, and Giacomo Zanello. "Fair compensation in large-scale land acquisitions: Fair or fail?" World Development 170 (October 2023): 106338. http://dx.doi.org/10.1016/j.worlddev.2023.106338.

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21

Galen, Donald F. "Science Fair: A Successful Venture." American Biology Teacher 55, no. 8 (1993): 464–67. http://dx.doi.org/10.2307/4449716.

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22

Byrne, G. "NIH holds a science fair." Science 242, no. 4879 (1988): 661. http://dx.doi.org/10.1126/science.3187513.

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23

Spisak, April. "Science Fair (review)." Bulletin of the Center for Children's Books 62, no. 5 (2009): 186–87. http://dx.doi.org/10.1353/bcc.0.0607.

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24

HEYLIN, MICHAEL. "Davison sponsors children's science fair." Chemical & Engineering News 64, no. 28 (1986): 30. http://dx.doi.org/10.1021/cen-v064n028.p030.

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25

Gewehr, Diógenes, Rogério José Schuck, and Andreia Aparecida Guimarães Strohschoen. "Science fairs and the metacognitive phenomenon." Laplage em Revista 7, no. 3B (2021): 43–56. http://dx.doi.org/10.24115/s2446-6220202173b1485p.43-56.

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This article deals with science fairs as spaces favorable to the evocation of metacognitive thinking fostered by the development of scientific research. It aims to highlight the skills unleashed in student researchers regarding participation in science fairs. It involved ten teachers and 133 students of Basic Education, from public and private networks, approached at a science fair held at a university in RS. Data were collected using a Likert questionnaire and recorded interviews, analyzed using descriptive statistics and the phenomenological method. It was evident that the evocation of metac

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26

Benek, İbrahim, and Aydın Tiryaki. "The Contribution of Informal Learning Environments to Gifted Students and Advisors: The Case of 4006 Science Fair." Journal of STEAM Education 8, no. 1 (2025): 32–47. https://doi.org/10.55290/steam.1577822.

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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 signi

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27

Qin, Jian, Sarah Bratt, Jeff Hemsley, Alexander Smith, and Qiaoyi Liu. "A FAIR Data Ecosystem for Science of Science." Proceedings of the Association for Information Science and Technology 60, no. 1 (2023): 1107–9. http://dx.doi.org/10.1002/pra2.960.

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ABSTRACTThis poster discusses Automated Research Workflows (ARWs) in the context of a FAIR data ecosystem for the science of science research. We offer a conceptual discussion from the point of view of information science and technology using several cases of “data problems” in the science of science research to illustrate the characteristics and expectations for designers and developers of a FAIR data ecosystem. Drawing from a 10‐year data science project developing GenBank metadata workflows, we incorporate the ideas of ARWs into the FAIR data ecosystem discussion to set a broader context an

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28

Maia, João Paulo Oliveira, Washington Sales Do Monte, and Francisco Marlon Carneiro Feijó. "Semiarid Potigaur Science Fair and intelectual proerty: a lexicometric analysis of technological potential." Concilium 24, no. 1 (2024): 447–66. http://dx.doi.org/10.53660/clm-2742-24b09.

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The objective of this work is to present the mapping of the technological and innovative potential of the Semiarid Potiguar Science Fair, 2023 edition. Technology has accompanied the development of humanity, being part of our daily lives and occupying a relevant space in the educational context using technology in schools. Science fairs are spaces for the construction and exhibition of knowledge. Technological development and connection with intellectual property occur in them, an area that protects the creations of human intellect and is strongly connected to innovation. The Potiguar Semiarid

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29

Fish, Thomas A., and Ian H. Fraser. "The Science Fair: A Supplement to the Lecture Technique." Teaching of Psychology 20, no. 4 (1993): 231–33. http://dx.doi.org/10.1207/s15328023top2004_8.

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From 1984 to 1990, more than 400 students, taught by four different instructors, participated in psychology science fairs as part of their introductory psychology course. A sample of 110 students in upper level psychology courses responded anonymously to a questionnaire assessing their retrospective impressions about their introductory psychology course, current course selections and performance, and future academic plans. Students who had participated in a science fair (n = 30) gave significantly higher ratings than students in other introductory psychology courses (n = 80) to understanding b

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30

Chin, G. "Fair and Balanced?" Science 334, no. 6062 (2011): 1475. http://dx.doi.org/10.1126/science.334.6062.1475-a.

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31

Pushkin, David. "Science fair projects: Some guidelines for better science." Journal of Chemical Education 64, no. 11 (1987): 962. http://dx.doi.org/10.1021/ed064p962.

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32

Bagla, P. "FAIR Deal for India." Science 315, no. 5814 (2007): 923b. http://dx.doi.org/10.1126/science.315.5814.923b.

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33

Visalberghi, E., J. Anderson;, K. Jensen, J. Call, and M. Tomasello. "Fair Game for Chimpanzees." Science 319, no. 5861 (2008): 282b—284b. http://dx.doi.org/10.1126/science.319.5861.282b.

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34

Wittenburg, Peter, Michael Lautenschlager, Hannes Thiemann, Carsten Baldauf, and Paul Trilsbeek. "FAIR Practices in Europe." Data Intelligence 2, no. 1-2 (2020): 257–63. http://dx.doi.org/10.1162/dint_a_00048.

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Institutions driving fundamental research at the cutting edge such as for example from the Max Planck Society (MPS) took steps to optimize data management and stewardship to be able to address new scientific questions. In this paper we selected three institutes from the MPS from the areas of humanities, environmental sciences and natural sciences as examples to indicate the efforts to integrate large amounts of data from collaborators worldwide to create a data space that is ready to be exploited to get new insights based on data intensive science methods. For this integration the typical chal

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35

Nascimento, Daniele S., Clautina R. M. Costa, and Adriany G. N. Amorim. "A Prática pedagógica da feira de ciências integrada aos componentes curriculares do ensino fundamental II na escola Família Agrícola Santa Ângela (EFASA)." Somma Revista Cientifica do Instituto Federal de Educação Ciência e Tecnologia do Piauí 7, no. 1 (2021): 1–14. http://dx.doi.org/10.51361/somma.v7i1.161.

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The Escola Família Agrícola Santa Ângela (EFASA) has a differentiable target audience, the student who lives in the countryside, and, because of this, it has a different perspective about the teaching form on curricular components of science to this public. Inthis context, the work aimed to describe the realization of the science fair at the EFASA school, to investigate the impact of the science fair, and its contributions to the teaching-learning process through the activities developed in this fair. The questionnaire online was applied through WhatsApp. After we elucidated and obtained the s

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36

Vavoulidou, M. "The Science fair in our school." Journal of Engineering Science and Technology Review 1, no. 1 (2008): 112–16. http://dx.doi.org/10.25103/jestr.011.22.

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37

Disiena, James. "44th International Science and Engineering Fair." Leading Edge 12, no. 9 (1993): 944. http://dx.doi.org/10.1190/tle12090944.1.

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38

Meador, Karen. "45th International Science and Engineering Fair." Leading Edge 13, no. 10 (1994): 1044. http://dx.doi.org/10.1190/tle13101044.1.

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39

Rufo, David. "STEAM-ing Up the Science Fair." Art Education 69, no. 4 (2016): 12–16. http://dx.doi.org/10.1080/00043125.2016.1176475.

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40

Rudgers, Anthony J. "1991 International Science and Engineering Fair." Journal of the Acoustical Society of America 90, no. 4 (1991): 2206–7. http://dx.doi.org/10.1121/1.401605.

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41

Luo, C. "Science for Sale: Fair Evaluation Standards." Science 343, no. 6167 (2014): 137. http://dx.doi.org/10.1126/science.343.6167.137-a.

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42

McBride, John W., Virginia Zook, and Charles E. Lamb. "The Classroom Science and Mathematics Fair." School Science and Mathematics 87, no. 7 (1987): 577–86. http://dx.doi.org/10.1111/j.1949-8594.1987.tb11749.x.

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43

ZURER, PAMELA. "A varied menu erf science fair." Chemical & Engineering News 75, no. 21 (1997): 31. http://dx.doi.org/10.1021/cen-v075n021.p031.

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44

HANSON, DAVID. "WHITE HOUSE HOSTS A SCIENCE FAIR." Chemical & Engineering News 88, no. 43 (2010): 8. http://dx.doi.org/10.1021/cen-v088n043.p008.

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45

RABER, LINDA R. "STUDENTS DAZZLE AT INTEL SCIENCE FAIR." Chemical & Engineering News 84, no. 24 (2006): 41–42. http://dx.doi.org/10.1021/cen-v084n024.p041.

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46

ROBERTS, L. "Was Science Fair to its Authors?" Science 254, no. 5039 (1991): 1722. http://dx.doi.org/10.1126/science.254.5039.1722.

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47

Drenth, Pieter J. D. "International science and fair-play practices." Science and Engineering Ethics 8, no. 1 (2002): 5–11. http://dx.doi.org/10.1007/s11948-002-0028-z.

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48

O'Neill, Sean. "Engineering Stars at Google Science Fair." Engineering 5, no. 6 (2019): 987–88. http://dx.doi.org/10.1016/j.eng.2019.10.008.

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49

Etzkowitz, Henry, and Namrata Gupta. "Women in Science: A Fair Shake?" Minerva 44, no. 2 (2006): 185–99. http://dx.doi.org/10.1007/s11024-006-0007-7.

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50

장혜원 and 김중복. "Case Analysis of International Science and Engineering Fair for Research Direction of the National Science Fair." School Science Journal 7, no. 2 (2013): 106–19. http://dx.doi.org/10.15737/ssj.7.2.201306.106.

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