Are students more engaged and do they perform better in science if their school encourages them to work on science projects, participate in science fairs, belong to a science-related club or go on science-related field trips--in addition to teaching them the mandatory science curriculum? To find out, PISA (Programme for International Student…

Sixteen different suggestions are given to parents for helping their children with science fair projects. Among the 16 suggestions included are contacting people who have expertise in science, helping the child obtain pertinent information, keeping a daily log of research activities. (DS)

This book for high school students presents 20 different science fair projects that provide an opportunity to learn how plants are affected by natural and man-made influences on their environments. Many experiments in the book were adapted from original International Science and Engineering Fair projects. Each project includes in-depth background…

This bibliography assists junior and senior high school students and teachers in planning, preparing, executing, and evaluating science fair projects. A few books with experiments suitable for elementary grade students are listed. This publication is not intended to be a comprehensive bibliography but is designed to put the reader "on target."…

Presents comments on problems voiced by teachers about conducting science fairs with middle school children, also cites some advantages of science fairs. A list of simple experiments is offered that are considered within the interests and intellectual range of middle school children. (Author/EB)

Discussed is a method for judging science fair projects considered to be more accurate than just an averaging of scores. The use of many categories so that the number of projects in each is relatively small is proposed. The advantages of using the consensus method are described. (KR)

The National Science Teachers Association (NSTA) has assembled this collection of reprints to assist teachers in organizing a science fair, working with students and establishing equitable judging procedures. The NSTA position statement on science fairs is included. The 19 reprints in this volume are geared toward secondary school students and are…

Described is a teaching model for orienting the teachers to the role of facilitator and resource person during science fairing. Cites steps involved in carrying out a science project, examples of hypotheses, and illustrations of various components of a project. (RT)

Presents an insider's view of the judging process at science fairs from a former student participant who has performed as a judge at many science fairs. Discusses who the judges are, on what judges tend to focus, parental involvement, gifted students and outside help, the interview process, and the formal rules of judging. (JJK)

Reviews a science open house held at regular intervals at Yuba College, California. Enumerates the motivation for and the organization of the open house. Reports community wide attendance and participation. Lists the exhibits used at the open house with descriptions. (CW)

Presents inexpensive options for both student science fair projects and setting up display boards. (PR)

This guide is intended for leaders of children's groups and teachers of lower elementary grades. The book is divided into two parts. The first half contains reports by Cub Scout den leaders. The second part gives the entries of the winning 8-, 9-, and 10-year-old participants. In Part I, there are wide margins in which teachers or leaders can make…

Science fairs are held in many elementary, junior high, and high schools. Typically they are thought of as a competitive event where students display science projects. Publications occasionally print accounts of successful science fairs, but these articles are usually based on opinions rather than on research. The purpose of this study is to…

The National Science Teachers Association (NSTA) has assembled this collection of reprints to assist teachers in organizing a science fair, working with students and establishing equitable judging procedures. The NSTA position statement on science fairs is included. The 24 reprints in this volume are geared toward elementary and middle school…

Examines participation in science competitions to determine (1) whether gender differences in participation exist, and (2) whether there are gender differences in the subject areas selected (biological versus physical sciences). North Carolina student participation data were used for the years 1987-88. Gender differences in science competitions…