Science Fair.

Teachers and parents have long used the influential power of science fairs to introduce various
strategies that facilitate and inspire students’ informal learning of science beyond the traditional
classroom environment (Gomez, 2007). The surroundings for informal learning can have an
inspirational effect on how children think (McComas, 2006), a local nature centre, botanical gardens,
museums, cultural centres, or one of many other out of school learning environments are an
essential part in encouraging and harnessing students’ science learning from birth to twelve years of
age. Moreover, Torres and Vitti (2006) explain that through science fairs children develop, explore
and stimulate ancillary relationships, regarding the relevant topic matter, which ordinarily would not
take place in a classroom setting.

Studies affirm that learning in science fairs can be a rich, rewarding, ongoing experience that builds
an enduring interest (DeWitt & Osborne, 2010; Wilson, Janell D., Cordry, Sheila, Uline, Caro, 2004).
In addition, opportunities for scientific literacy occur constantly through every single day of the year
(Dionne, Reis, Trudel, Guillet, Kleine & Hancianu, 2008), in many varied settings and through a wide
array of experiences that can be both cognitive and affective, as children have articulated their
impression and influence of the science fair experience six months after attendance (DeWitt &
Osborne, 2010). Evidence also suggests that the emphasis of science literacy in informal settings
such as a science fair provides clear confirmation that these experiences stimulate, enrich and
reinforce school science literacy (McComas, 2006; Philips, Finkelstein &Wever-Frerichs 2007; Wilson
et al. 2004). In addition, attendance at science fairs can spark an interest and excitement in the
students for science learning for ages from birth to 12 (Dionne et al. 2008), experiencing exhilaration
and fascination and being motivated to learn about this phenomenon of science and all its wonders
(DeWitt & Osborne, 2010; McComas, 2006). Research has further found young children with these
experiences strengthen their cognitive outcomes by excelling in their subject of interest in the
classroom (DeWitt & Osborne, 2010; Dionne et al. 2008). Self-efficacy, as Wilson et al. (2004)
explains, is the motivating factor for students’ participation in science fairs, through inquiry-based
learning that leads into favourable pedagogical pursuits (Dionne et al. 2008). Consequently, a young
child’s visit with his father to the American Museum of Natural History was a strong motivating and
engaging factor to the five-year-old child who then became the foremost authority in his field of
expertise, as explained by McComas (2006), on Stephen Gould the palaeontologist, evolutionary
biologist and scientific author.

The concept and use of science fairs in teaching and learning science can be an optimistic,
enthralling and stimulating experience for young children from birth to twelve years of age. Having
science exhibited in a creative and ingenious way can entice children to science as a future career
option (Abernathy & Vineyard, 2001; Dionne et al. 2008; McComas, 2006; Tortop, 2013). However,
besides its positive attributes, there are also negative aspects in regards to pedagogy at science fairs
for children, parents and educators (Abernathy & Vineyard, 2001; Gomez, 2007; Tortop, 2013). A
prominent emerging negative aspect of the science fairs, Syer and Shore (2001) discovered in their
study, was the prevalence of cheating, exacerbated by the myriad of completed science projects
available to the young students and parents of the adolescents, as experienced by Craven and Hogan
(2008) at a science fair where a father admitted ownership of his daughter’s project. What was
revealed by Syer and Shore’s (2001) study was that 25 percent of the 33 participating students
fabricated their information, affirming the a priori hypothesis of cheating frequently taking place in
science fairs (Tortop, 2013). This factor could be due to parents applying pressure on their children
to perform at higher levels in order to have successful grades (Tortop, 2013). The possibility of some
children not finding science interesting, as well the high expectations of success put upon them by
their parents, and knowing they have time constraints to complete their project, may result in
looking at alternative means to succeed (Dionne et al. 2008). Alternatively, to avoid failure children
may consult the internet for a topic or project with answers (Tillman, 2011). However, the Syer and
Shore (2001) study revealed that only a trivial amount of literature existed on cheating by very
young adolescents.

Studies by Tortop (2013) and the personal experience of Craven and Hogan (2008), tell how critical
the roles of parents and teachers are for children in overcoming unethical behaviour, specifically in
science fair projects, in particular, the child’s own project should intrinsically reflect their own work
and ideas, not that of the parents or teachers. Therefore, if the parents and teacher become more
accessible to participate in science fair projects with the child, both teachers and parents can then
have a positive influence and both can be exemplary role models of conduct, thus playing an
intentional role in the child learning (Dionne et al. 2008; Hackling & Barratt-Pugh; 2012 Tortop,
2013).

The Early Years Learning Framework (EYLF) encourages purposeful and intentional learning for
young children in acquiring scientific knowledge by being actively and personally involved (DEEWR,
2009; Hackling & Barratt-Pugh, 2012). Other learned researchers of informal learning, as McComas
(2006) and Dionne et al. (2008t) have found, advocate a free choice in learning through guidance,
where the child is voluntarily involved in their own needs and interests of scientific knowledge away
from the school. Children have a varied array of opportunities at their disposal for acquiring scientific
knowledge and perfecting their critical cognitive skills such as, libraries, museums, the print media,
the screen media, internet, the zoo, family and friends. Importantly solid evidence illustrates
acquiring scientific knowledge outside the classroom, with the help of parents and teachers, can
result in the pursuit of lifelong learning for the child (Dionne et al. 2008; McComas, 2006). Torres
and Vitti’s (2006) yearlong study in their kindergarten ‘Fair to remember’ revealed an interesting
aspect, these very young kinder children throughout the year developed into kinder scientists, self-
assured, motivated, independent thinkers and solution finders using their new found science literacy
skills in all aspects of their curriculum (ACARA, 2011; DEEWR, 2009).

In conclusion, the studies support self-efficacy coupled with interest and guidance from parents and
in particular, teachers, as the main stimulant to drive active participation for scientific learning
(Dionne et al. 2008). Scientific learning for children at science fairs tap into the three main domains
of cognitive, affective and psychomotor, providing the young with pedagogical pursuit by promoting
inquiry based learning (McComas, 2006). If teachers and parents are able to take the best the
science fairs have to offer and instil it into their teaching of school science by blending it with digital
or screen time, the young may find it conducive to learn and become more science literate (Dionne
et al. 20080). At science fairs, the children who have made a connection with science and their
surroundings, experienced a new wonder with the feeling of accomplishment of being a scientist,
then at the end of the day, these children have really won (Sinsel, 2008).
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