Critical and creative thinking can be fostered by involving students in activities that involve the solving of problems in the context of science projects, research investigations and science fairs. Although activities of this sort have in the past been carried out by individual students, many more students will benefit from these problem solving activities if teachers would organize them as group projects. Bringing into the mainstream of the science curriculum emphasis on science projects and research investigations expands students concept of science, and enables them to be immersed in problem solving. Let's take a closer look at how to implement science projects, and science fairs in the school setting.
Science Projects.
A ninth grade physical science teacher during the first semester of a two semester course organizes the students into four member teams to investigate a problem, question or topic. The teams have several weeks to complete their research and prepare for a class and a school presentation. Typical questions or topics that students investigate in this introductory physical science course include:
An effective strategy for carrying out science projects is described by Sharan and Sharan. In their strategy, called Group Investigation (GI), students are organized into groups of four or five students, typically on the basis of heterogeneity. GI lends itself to the implementation of science projects at all levels and in all subjects of the science curriculum. It is a form of cooperative learning, and its philosophy cultivates democratic participation and encourages the development of an classroom atmosphere conducive to inquiry and student exploration.
Each group is responsible for investigating a topic or question which:
The Group Investigation strategy is organized into six phases, with the teacher assuming the role of facilitator of learning. The teacher's role as facilitator is crucial in GI. Students need to be free to explore various questions, seek alternative methods and solutions, collaborate with their peers, as well as with "experts" in the school and the community. As you will discover in the next section, students will be able to access databases and students in other schools and cultures by means of computer telecommunications.
Implementing science projects using the Group Investigation strategy can be facilitated by following these phases:
1. Topic
Selection Students need to
assume ownership for their science project, so it is best if
some element of choice is built into the topic
selection process. If the teacher has specific "projects" or
"questions" that are integral to the goals and objectives of
the course or unit of study, choice can still be provided by
letting the groups choose from a pre-assigned list of
topics. For example a
physics teacher included in the course syllabus a list of
topics that student team would choose from during the fifth
week of the course, and then would work on for three weeks.
The teacher listed the following topics for team topic
selection: After presenting
these questions as the foci for science projects, the
teacher conducted a brainstorming session in which
additional topics and question were generated. From the
combined lists, students in each group were asked to
identify their first and second choice. Through a process of
elimination, each group was involved in making a decision
about the topic to investigate, although not necessarily its
first choice. Science projects,
which might be a two-day to two week affair, to a full-blown
science fair project that might involve some students for
the major part of a semester are tools that science teachers
have used to enhance student problem solving
abilities. 2.
Cooperative Planning The students need
time to analyze the topic they have chosen so that it can be
broken into sub-topics or questions. Some teachers conduct
formal sessions in which each group meets and constructs a
concept map of the topic or question in order to identify
sub-questions and sub-topics. Each member of the group will
eventually be assigned (by the group membership) to
investigate one part (a subquestion) of the project which
will be shared with the small group. 3.
Implementation of Research/Data Gathering Students carry out
the plans formulated in phase 2. They can investigate their
sub-topic by gathering library information, doing a computer
search, interviewing people, collecting materials, and even
doing experiments. During this phase of the science project,
students are engaged problem solving and utilize the
processes of science---observing, classifying, measuring,
formulating hypotheses, interpreting data. During this phase it
is important for the teacher to keep in touch with each
group. Teachers meet with each group, and listen to reports
on the groups' progress on its science project
research. 4. Analysis
and Synthesis The teacher arranges
during class time for special sessions in which each group
meets to analyze and synthesize the information and research
data gathered during phase 3, and plan how it can be
summarized in an interesting manner for a class
presentation. 5.
Presentation of the Science Project Groups give an
interesting presentation of the topics studied. There is an
attempt to get students involved in each other's work and to
expand the perspective on the topic. In my own experience,
student creativity can be facilitated if you encourage a
variety of presentations and suggest that the least
effective presentation is the lecture. Encourage groups to
prepare presentations that involve the audience. Debates,
demonstrations, hands-on learning activities, plays, video
tape presentations, and computer simulations are effective
ideas. Science projects can
also be designed so that the results are displayed for
others not only in the class, but the school at large to
observe. Using the display backboards described in the
section on science fairs is one way of showing the science
projects. 6.
Evaluation You and the students
should evaluate each group's presentation or display. An
effective evaluation technique is to have the class evaluate
each group presentation. A simple form similar to the one
shown in Figure 1 can be used to improve future science
projects.
Figure 1. Science Project Feedback Form
Directions: Evaluate the group's presentation/display by checking a number for each of the questions below.
1. How effective was the presentation 1 2 3 4 5 6 7 8 9 10
2. How interesting was the presentation? 1 2 3 4 5 6 7 8 9 10
3. How much did you learn from the
presentation? 1 2 3 4 5 6 7 8 9 10
4. What was the quality of the materials
and demonstrations used in the presentation? 1 2 3 4 5 6 7 8 9 10
What did you like about the presentation?What would you suggest the group change in the presentation?
Science Fairs.
Teachers who involve students in science fair projects commit themselves to many months of planning for an event that typically takes place during two or three days during the Spring of each year. Yet, the rewards of science fairs for teachers and students far exceed the effort that was put into the event. You might want to explore the page before you continue.
Science fairs can be the stimulus that is needed to motivate some students who otherwise might be turned off to science. Science fairs not only encourage critical and creative thinking, but they encourage students with a wide range of learning styles to become involved in a science fair project. Science fair projects also involve the community and the parents in science education. Parental involvement, which sometimes is seen as intrusive, can actually be a positive aspect of the science fair. School science must extend beyond the walls of the school; the science fair is the perfect event to bring science to the community.
Some school districts arrange with one of the shopping malls to use its space to display and conduct the judging of the science fair. Other school districts, such as the Atlanta Public Schools, conduct their science fair (The Atlanta Science Congress) in one of the schools, but involves hundreds of community agencies, universities and businesses by soliciting prizes for various categories, and asking professional to participate as judges.
Teachers can integrate the science fair concept into the ongoing science curriculum by encouraging science projects, and by helping the students learn how to carry out research studies. Too often, students are not given enough guidance, and lack experience in conducting a research study, or in preparing for one of a variety of science fair projects.
Three useful sources that you can use to guide you through the science fair process are:
Robert C. Barkman, Coaching Science Stars: Pep Talk and Play Book for Real-World Problem Solving, Tucson, Arizona: Zephyr Press, 1991;Connie Wolfe, SEARCH: A Research Guide for Science Fairs and Independent Study, Tucson, Arizona: Zephyr Press, 1987; and
Barry A. Van Deman and Ed McDonald, Nuts and Bolts: A Matter of Fact Guide to Science Fair Projects, Chicago: The Science Man Press, 1980.
Week 1 ________ 1. Identify project/question/research focus Week 1 ________ 2. Complete science fair entry form and turn it in for teacher approval. Week 2 _______ 3. Initiate work on the science fair project. Weeks 2-4 _______ A. Organize and write out a procedure or plan for your work. ______ B. Identify hypotheses (if you are doing a research study. Week 4 ______ 4. Begin work on your display. Present the information you collected in easy-to-read graphs or tables. If you did an experiment reserve special areas of your display for your Problem, Hypotheses, Procedure, Results, and Conclusions. Week 5 ______ 5. Prepare a 2-3 minute oral report. Week 5 ______ 6. Prepare all written materials to be included with your display. Week 6 ______ 7. Bring your project to school. |
Criteria to judge science fairs should be shared with the students at the beginning of the process. Typically the criteria include:
1. Scientific thought, approach, thoroughness (30)2. Originality/Ingenuity (30)
3. Dramatic value/Display (20)
4. Interview/Oral Presentation (20)
When evaluating scientific thought, judges typically look at the clarity of the problem statement, sufficiency of background work, appropriateness and thoroughness of the procedures used, the validity and reliability of the data, and the justification for the conclusions.
Originality refers to the uniqueness of the project, given the age and experience of the student(s). Originality can refer to the questions being asked, the procedures used, and how the data were analyzed and conclusions made.
Judging also takes into consideration the quality and aesthetic appeal of the student's display and presentation. Was the project presented clearly, and was the method or procedure clearly shown?
The interaction that students have with judges is important. Can the students explain the project and demonstrate their knowledge of the topic and the related concepts?
Science fairs have the potential of encouraging the habit of mind that the authors of Project 2061 so aptly put forward in their report, Science for All Americans. As they point out, students can end up with richer insights and deeper understandings (by participating in an indepth study) than they could hope to gain from a superficial exposure to more topics than they can assimilate.