The dreaded science fair... or is that really fair to say (see what I did there?!?!)

I was in a school yesterday and saw the beginnings of planning for science fair projects. We talked briefly about them –how it’s so much work, the ones that get parental help do better, and some children would rather do anything else!

Science is always messy! If it isn't, I'm not sure you're actually doing science!

It made me think about my own science lessons with students… why are they keen to investigate further? Why are they happy to share predictions, record data and posit explanations? I can’t help wondering if the issue is how prepared are children for science fairs? When I was chatting to a Year 9 science teacher (and this is a while ago now!), we talked about how ill-prepared some Year 8 students are coming into college science. I assumed they were referring to science knowledge but they weren’t! It was about the skills and concepts, about children knowing how to measure carefully, gather accurate data, understand variables and share findings in a form of writing that reflects scientific thinking. They felt that children may be doing science, for example, volcanoes or native birds but they don’t know about science. Studying native birds by looking up a bird on the internet or reading a book may not really develop the science capabilities.

The art of catching bubbles so they don't pop!

I was given the opportunity to work with a small country school supporting the children with their own science fair projects. We were already doing some capabilities PLD work so teachers knew what I was talking about but the students had lost interest in their own efforts. I spent a very nice couple of days talking to students, getting them to share their ideas and what they had done. I was struck by the thought that the children weren’t really sure what they were doing! By the end of our chats all were enthused and keen to continue. We had discussed how to investigate, what they were wanting to find out and how they would know if their hypothesis was right.

bubble snakes in action!

Doing a lot of one-off lessons may support students developing the capabilities. However, I know that doing a 2 to 3 lesson sequence, giving children the chance to investigate, hypothesize, collate data and generate explanations may be more motivational and effective. Today I was modelling in one school and I talked to one teacher about a good science lesson… could having a question to frame the lesson/ investigation engage students more? For example, “I wonder if a larger bubble blower will always create the best bubbles” … or challenging students (and we all know how boys enjoy competition!), for example, “who could create the best bubble blower and prove it?” This second one is a neat question because it’s ambiguous! Is “best” biggest? Or 3-dimensional? Or longest lasting? Do small bubbles last longer so are best?

This kind of science (and longer topics that engage students by them leading the inquiry and not being given a lesson to complete!) may prepare students for science fairs. Although a lot of us seem to be allergic to science fairs, I think that they can be a great assessment tool… my science capability indicators could be used for children to self-assess, teachers to conference assess or even for judgement criteria! If children know about science and understand how science itself works (NZC Science essence statement) then they could be more excited about carrying out investigations in science… like a scientist.

Oh, and by the way, juniors can do science fairs too! They're a great whole class activity!

Keep sciencing on! And have a fantastic, refreshing break!