A Reverse Science Fair That Connects High School Students with University Researchers

Autor/inn/en	Mernoff, Brian; Aldous, Amanda R.; Wasio, Natalie A.; Kritzer, Joshua A.; Sykes, E. Charles H.; O'Hagan, Karen
Titel	A Reverse Science Fair That Connects High School Students with University Researchers
Quelle	In: Journal of Chemical Education, 94 (2017) 2, S.171-176 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sykes, E. Charles H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.6b00111
Schlagwörter	Science Fairs; High School Students; Graduate Students; Student Research; Scientific Research; College School Cooperation; Science Programs; Outreach Programs; Research Projects; Role Playing; Science Process Skills; Scientific Methodology; Role Models; Outcomes of Education; Science Interests; Public Speaking; Judges; Program Evaluation; Educational Benefits; Massachusetts + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentenforschung; Jobcoaching; Forschungsvorhaben; Rollenspiel; Identifikationsfigur; Lernleistung; Schulerfolg; Vortrag; Judge; Richter; Programme evaluation; Programmevaluation; Bildungsertrag; Master-Studiengang
Abstract	Many university science outreach programs involve presentations of research projects to high school students. These presentations often focus more on exciting scientific content and less on fostering direct relationships between high school students and scientists. Such interactions are important for sustaining student interest in science throughout high school and into college. The Reverse Science Fair seeks to build relationships between high school students and graduate student researchers by swapping the roles that each play during a traditional science fair. Graduate student researchers are introduced as young scientists devoted to asking their own research questions and finding their own answers. This facilitates discussion not only about the scientific method and the research being presented, but also about researchers' personal experiences in the laboratory. Graduate students from Tufts University (Medford, MA), in October 2015, first exhibit and discuss their own research at poster presentations located at Medford High School. Then, in February 2016 the same graduate students return as judges so that the high school students have the opportunity to discuss their own science fair projects at a school-wide fair. Data from surveys and observer reports show that high school students benefited from discussing science with relatable role models who are enthusiastic about science. The majority of high school students indicated that they had an increased understanding of different applications of the scientific method as well as an increased interest in doing scientific research. Graduate students reported that they gained valuable experience from presenting to a new audience. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01