The Problem with Our Science Fairs

Our school's science fair packet is voluminous.  This document is an intimidating, multi-page series of rules and procedures.  The following is an actual exerpt from our school's science fair packet

No live animals, preserved animal, dangerous chemicals, dangerous equipment, cell cultures, bacteria, molds, microorganisms, soil, mud, liquids (including water), or solvents may be exhibited at the fair. However, if approved to use in research, pictures may be used on the display.

If any of these materials are to be used, they must approved by the school or in some cases the district.  Link to complete packet is on my class homepage:  http://kjanderson63.googlepages.com/home

Each year I see our 3rd & 4th graders eyes light up when they know science fair is approaching.  They excitedly announce they want to research a topic, usually an animal, that they are curious about.  Then they are told that "No."  This is not a research project, but a project that requires variables and measurable, replicable results.   The light goes out of their eyes, they get that "huh?!" look and science has become not a mystery to discover, but yet another overlly coreagraphed production of perscribed necessity.  The project packet is well structured, organized, but for an Elementary student it is daunting.  It is overwhelming for their parents adults, too, many of whom have limited education and language barriers.  Some student's are completely prepared and interested in structuring a legitimate experiment, but many student's just want to learn more about a topic or answer some questions.

Since Science Fair is required for all students, it would seem appropriate to play to the various intelligences and allow some students to begin an independent, in depth research project.

When a student is told "NO" to their student's initial Science Fair idea, their curiosity is curbed and their sense of ownership and wonder disappears.  Science Fair has taken the fun out of learning, squelching natural curiosity in the interest of teaching the scientific process over encouraging exploration.  Wouldn't it be better to take a young student's interests and let them flourish?  Is it so wrong to allow a part of the Science Fair to be research based?  All I can say is that something is wrong when the educational arena diverts independent learning in the interest of its own agenda.  Especially in elementary grades.   

Also, look at the list of items restricted without prior approval.  Last year, one student wanted to see what car exhaust would do to plants growth.  The experiment was declined because car exhaust was rated too hazardous.  The student was crushed (emotionally, not by a car).  To satisfy the Science Fair requirement, the student did a different project they weren't too fired up about.  A negative experience replaced a great oppotunity for learning. 

When has risk aversion become the moderator for science?  Reasonable caution and common sense should suffice, but now the attitudes about risk have become absurd and an impediment to learning.  When did encouraging a child's natural curiosity about their world become so difficult?  Isn't exploration and discovery about taking risks? 

The purpose of the Science Fair should be to develop scientific inquiry.  For some students, the standard scientific model fits with their modus operendi, but for others, a more open ended course of study is a better fit.  We need to expand our objectives for the science fair, especially for the younger students who come to us with questions and curiosity they want to explore.  Sometimes, there might even be some risk involved.

Kim Anderson

Comments

[crux]

"When has risk aversion become the moderator for science?"

Risk Aversion seems the crux of today's culture, especially with children.
Considering that our society, indeed science, only got where it is by risk takers. Locking children into a scientific "rubber room" to ensure they could never be near the slightest hint of anything dangerous or risky is a recipe for creating drones, not thinkers.

[letysimba@yahoo.com]

I also agree with you about the science fair limitations and how they discourage a child's curosity. The district is probably trying to protect themselves from any liabilities on their side of it. I agree with you about having more parent friendly forms to fill out. Maybe you can let your students do these ideas that they have for the science fair to be done like for a 9 week project. I sometimes feel that science fairs have gotten to the point where there is more emphasis on competition than just doing a project for fun and for exploring through science.

[Jules]

I can appreciate your frustration. I remember growing up and participating in my elementary science fair. My project was to show the inner workings of the human hand. It was a blast creating that hand and sharing the information that I had learned. Isn't that the point- to encourage learning?

[letysimba]

I agree with you about the science fairs and how they are limiting our students to be curious about science. I can also see the point of view with the districts trying not to be liable in case something happens and you know how people like to sue right away if something goes wrong. There has to be a midpoint where both the child and the school district can agree on. Parents should have forms which are easy to understand or else that will be an excuse not to participate in any science fairs. What ever happened to those days when children were able to be curious and intrigued about science. And we wonder why our students do not have any interest in being creative or curious about school.

[Kathy]

Science Fair is always a difficult time for students, parents, and teachers. I have been head of our school science fair before and it is always difficult to talk with students who have their heart set on something that really does not meet the science fair requirements. I think one way to help students through the year is to have them write up science experiments during the year. This helps them realize what a science fair is. I always do a separate research paper and have even done what I called "A Class Yellow Pages." This allowed students to research a topic they were interested in and become "an expert" in that field. They really enjoyed that. Teaching scientific process and really harping on those steps will help students figure out the difference in a research report and a science project.

[keenj1]

Nobody wants their little babies to get hurt, nor does any school or district want to be held responsible for someone getting hurt! Just like the playgrounds. No more monkey bars. No more slides. Recess isn't even fun anymore because everyone's so paranoid about bodily injury! I guess we just have to come up with new ways to tweak our students' original idea so that maybe they can still do the same basic experiment.

[Brad Hoge]

You make two points in your blog: 1) that we have become a risk averse society, and 2) that requiring data driven projects stifles a young child's curiosity for discovery. I certainly agree with you on the first point. The second concern is also valid, however a creative teacher can find a way for a student to discover their passion while still generating results. Animals can be used in the projects, just not displayed in the exhibits. A child should never be simply told no, but a good teacher should be able to guide them to a meaningful project. The benefits of data-driven research are immense. And there is no need to create the dichotomy of discovery vs. research.