Breathing life into the science fair process

Abstract

Science, Technology, Engineering, and Mathematics (STEM) are at the forefront of our nation's agenda. Both national and global advancement and sustainability are contingent upon fostering discovery and development in the STEM disciplines. Many middle and high schools require students to complete science fair projects in an attempt to raise the level of students' awareness of science and to provide the student with scientific and inquiry skills. While many students may look to their family or friends for support, without know anyone with a sufficient background in any of the STEM fields, most students in urban schools rely heavily on their teacher as the primary source of scientific guidance. This can mean hundreds of students being guided by a single teacher, limiting the effectiveness of and enhancement to the science fair process. This paper defines a successful model which invites scientists and engineers from local research labs into the classroom to assist teachers and students by bringing relevance and knowledge to the science fair process. The three main objectives of the project were for the scientists and engineers to 1) provide relevance to learning science and performing a science fair project; 2) provide scientific mentors to work with a limited number of students to enhance the student's learning and capability; and 3) provide the science inspiration for lower performing students to produce a successful science fair project. © 2011 American Society for Engineering Education.