The effectiveness of a project day to introduce sixth grade students to science competitions
| Autor: | Blankenburg, Janet Susan, Höffler, Tim Niclas, Peters, Heide, Parchmann, Ilka |
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| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
Projekttag
Naturwissenschaftlicher Unterricht Erziehung Schul- und Bildungswesen Umfrage Intervention Natural sciences lessons Effectiveness Außerunterrichtliche Aktivität School year 06 370 Erziehung Schul- und Bildungswesen Fachdidaktik/mathematisch-naturwissenschaftliche Fächer Education Einstellung ddc:370 Germany Empirische Bildungsforschung Deutschland Schuljahr 06 Motivation Extracurricular Activities Selbstbestimmungstheorie Empirische Untersuchung Pupil Teaching of science Pupils Empirical study Weiterführende Schule Einstellung Wettbewerb Schüler 370 Education Effektivität |
| Zdroj: | Research in Science & Technological Education 34 (2016) 3, S. 342-358 |
| DOI: | 10.25656/01:12697 |
| Popis: | Research in Science & Technological Education 34 (2016) 3, S. 342-358 Background: Science Olympiads and science fairs are effective instruments to foster interested and talented students. However, at most schools competitions are not systematically integrated into the school mission statement so that students are unaware of these opportunities. Purpose: The purpose of this study was to investigate the effectiveness of a newly designed competition day in terms of willingness to participate in a science competition and to learn more about students’ reasons for a prospective participation. Programme description: A project day (called ‘competition day’) for students in sixth grade was designed to encourage and motivate more students to participate in science competitions. The theoretical foundations for the design are self-determination theory and an adapted version of Holland’s RIASEC-model. Sample: The sample consisted of 474 German sixth grade students from six secondary schools. Design and methods: A pre-post-follow up-study was conducted with two intervention groups; both groups participated in the competition day and either entered a fictive competition or worked on the same tasks in school lessons. One control group not participating in the competition day was also investigated. Results: The results provide information regarding students’ interests, as well as reasons for and against participating in competitions. Furthermore, the effectiveness of the competition day is shown. Conclusions: The competition day is an effective way to introduce students to competitions and raise their willingness to participate in science contests. Combining the competition day with science competitions showed even better results. This supports the call for continuous fostering strategies. |
| Databáze: | OpenAIRE |
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