The day my school decided to move science fair to sixth grade instead of fifth, we all cheered–students, teachers, and parents alike. Years later, I’m reflecting on the root of our mutual animosity toward the project. And it seems to come down to three problems–and solutions!
Lack of Teacher Modeling
We ask students to dig deep. To ask questions that don’t have an answer yet. In short, to go beyond comparing popcorn brands. But how often do we model how we develop our own original questions? Share our honest, raw wonderings? Demonstrate our process of Googling to refine an idea?
A7: Research trends in science to create your own q’s that have not been answered. Can you google the answer? If so, dig deeper #mogtchat
— Jennifer Medina (@Jrene79) December 18, 2015
Creativity and innovation are skills, and science fair projects are an advanced exercise of these skills. If we expect our students to suddenly showcase skills we’ve never helped them cultivate (or worse, that we’ve never cultivated ourselves), we are setting them up for failure–or just another diaper absorbency project.
- SOLUTION → Metacognition: MindShift recently wrote about 5 inquiry tools to help students “learn how to learn.” These metacognitive strategies encourage students to honestly reflect on their own learning processes and emotions when facing challenges (see also “Smart Strategies that Help Students Learn How to Learn”).
- SOLUTION → Teach questioning: If you want students to ask “measureable questions,” teach them how to do so long before introducing science fair. Strategies like frequent use of Visible Thinking protocols trains students how to develop and refine their questions. (see also Tubric).
Lack of Existing Student-Driven Project-Based Learning
The science fair should not be an isolated experience of students taking ownership over and driving their own learning process. If it is, it’s unlikely that many will rise to the freedom in ways that will fuel their passion and motivation.
- SOLUTION → Project-Based Learning: Make it your next weekend project to create one new PBL opportunity. Guides like this one found on Edutopia can help you get started.
- SOLUTION → Student Voice & Choice: Mindfully consider your students’ choice and voice in their day-to-day learning. When we gradually let go of control and allow our students to steer the learning, they will grow in confidence and self-understanding.
Lack of Engaged and Authentic Audience
Even if students do manage to find a passion-driven project, how often does their work ever go beyond a cardboard trifold display in the gymnasium (unless they happen to move on to regionals)? Too often, we only allow our students small sips from locally limited audiences–when we could lead them to the very fountain of global conversation with our fingertips. It’s time to throw open the floodgates and watch what happens when our students swap ideas with peers, scientists, and experts across the world.
- SOLUTION → Digital Science Fair: Here’s how a middle school got started just using Google Docs.
- SOLUTION → Student Blogging: Encourage your students to blog not only the final presentation, but their entire process along the way. Then, teach them how to ask for feedback to fine-tune their ideas.
- SOLUTION → The Wonderment: This is an especially wonderful platform for younger students to collaborate safely online. They can upload photos, videos, and text, asking questions and getting inspiration from kids around the world (see other excellent blogging alternatives here).
Let’s break the mold of hating science fair this year. What are some of your strategies to do so?
Featured Image: Andria via Flickr
3 Replies to “3 Reasons We Hate Science Fair–And How to Fix It”
How does this tell anything?
I’ve got one way to improve it, make it not exist.
Can you expand on why you think we shouldn’t do them?