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Education and Human Development Master's
Education and Human Development
Theses

11-1999

Student Science Projects and Science Fairs: How to

Maximize Benefits to Students and Minimize
Burden to Teachers
Patricia H. Wartinger
The College at Brockport

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Wartinger, Patricia H., "Student Science Projects and Science Fairs: How to Maximize Benefits to Students and Minimize Burden to
Teachers" (1999). Education and Human Development Master's Theses. 506.
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 STUDENT SCIENCE PROJECTS AND SCIENCE FAIRS:
HOW TO MAXIMIZE BENEFITS TO STUDENTS AND MINIMIZE
BURDEN TO TEACHERS

Submitted to the Graduate Committee of the

Department of Education and Human Development
State University of New York
College at Brockoprt

in Partial Fulfillment of the

Requirements for the Degree of Masters of Science Education

by

Patricia H. Wartinger

State University of New York

College at Brockport

Brockport, New York

November 1999
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 ACKNOWLEDGEMENTS

Many people provided invaluable assistance for this project. Most importantly,

my advisor, Dr Betsy Balzano, gave encouragement and guidance. And Dr Walter

Brautigan introduced me to the realm of science fairs.

An unexpected reward of this project was meeting the following dedicated science

teachers and discussing our goals and efforts to provide students with science research

opportunities.

Elaine Battaglino, Pittsford-Mendon HS

William Cheesman, Fairport HS

Dr. Duane DeHollander, Webster HS
Richard DuPre, Rush-Henrietta HS

Margaret Findel, West Irondequoit HS

Kathy Giglio, Brighton HS

Steve Krull, Penfield HS

Anthony LeMarco, Gates-Chili HS
Lynn Ocorr, Canandaigua Academy
Richard Rizzo, Hiltop HS

Michelle Slominski, Webster High School

George Wolfe, Rochester City Schools

 TABLE OF CONTENTS

Chapter

I. INTRODUCTION .............. ... ..... . .

....... .... .. .
. . . . . . . ...... . ............... . .......... .......... !

II. REVIEW OF THE RELATED LITERATURE . . 2 ......... . .................. ..... ...... . .

History of Science Fairs . . . . .

.. ..... .
............ .
.. .. 2
................... ....... ........ ....... . .

Purpose of Science Fairs and Student Science Projects . . 3 ........... .. . . .......

Purpo&� more specifically for the:Science Fair:.: . : ........... 5 ..·.............. .....

Suggestions for Teacher' s Role . :......................... :.......... 6

.......... ..............

Suggestions for Teachers to Guide Students . 8 .............................. ...... .....

Suggestions Regarding Library Research . . 9

................. ...... ......................

Suggestions to Coordinate Teacher Supervision of ..

Student Proje.cts in AdditiQfi to Teaching:ihe't�urti'cuhfih ............... 10
.

Suggestions for Teacher's-Regarding Parental Involvement 12 ...............

Types of.Science Fair and Competition Opportunities Available 13 ........

How Do Science Projects Fit in With the Goals of New Programs? 14 ....

ill. DESIGN OF SURVEY ................. . ...... . ........................................ . ....... . ..... 15

IV. SURVEY OF SCIENCE RESEARCH COURSES

Introduction . . .
.......... ......................... . . ...... .................. .............. .. ........ . 17
...

Variations in Science Research Programs at Local Schools . . . ...... ....... . 17 .

Authentic Science Research of the High School.. . ............ ..................... 20

V. CONCLUSION
Summary ....................................."........................................................... 21
Characteristics of Webster High School . . .. .
. . .......... 22 ..... ....... . ............ ......

Conclusions .
...... ....................................................... . 22 ................ . .......... ..

REFERENCES ................................................................................................... 23

APPENDIX
A. Questions Asked During Survey ... .............. .... ..... ...... . 28
.. .. .. . . .. ..

B. Authentic Science Research in High School .. . ... .. . ... . ..... 29 . . .... . . ... . .

C. Essential Outcomes of Webster Central Schools ......................... 41

D. New Science Fair Web Sites .......................... ............ . .... .. 46 . . . . .

E. Draft of Survey for Webster High School Students .............. ...... 47 .

F. Statistics Model of Survey........ :............................... ................ 48

ii
 CHAPTER I

INTRODUCTION

Independent student science research projects are an invaluable component of

secondary school level science. Often students do science projects which will be

exhibited in a science fair. There is much discussion in the literature of pros and cons of

science fairs. There is also much consensus on the value of long term independent

·
student science research projects.

The purpose of this investigation is to focus on how long term student science

research projects ire conducted at several local schools, to review the purposes and

. -
problems involved in science fairs, and to collect techniques and methods for easing the

burden on teachers and maximizing the value for students.

I propose to do a literature search which will describe the history of science fairs

and student research projects. I will gather various approaches to providing students with

science research opportunities. I will assess the needs and characteristics of Webster

High School and make a recommend�tion for the most satisfactory method to incorporate

student science research without burdening teachers or students, and how such projects

can, in fact, enhance the science curriculum.

 2

CHAPTER II

REVIEW OF THE RELATED LITERATURE

There are many journal articles discussing science fairs and science projects. Over

the past 50 years, a few manuals on conducting science fairs and many books of ideas for

research project topics have been published. Several universities have developed

multifaceted science outreach programs which include science fairs. There are many

national programs which include science project competitions. In addition, new

educational prograrri revisions are striving for more inquiry learning and authentic

assessment activities.

History of Science Fairs·in the US

The first modern science exhibition was held at a medical meeting in 1895 (Hull,

1961).

Even before WW II, students interested in science were encouraged to build or

prepare projects for view in their own classes, hobby shows or school exhibits. Gradually

several schools combined showings of the best projects. The first national science fair to

gather the best projects on a large scale was held at Philadelphia, Pa. in 1950. In the

1950's, grades 7-12 participated in science fairs; grades 4,5 and 6 were beginning to get

involved also (Welte, 1959).

The surprise orbit of Russia's Sputnik on October 4, 1957 and its Sputnik II with dog

passenger just one month later was a shock to the U.S.. Immediately following Sputnik,

the U.S. began investing billions of dollars in a variety of research, science education and

teacher training programs all as a major attempt to regain U.S. superiority in science over
 3

the Russians (Gilman, 1965). At that time, the rationale behind the science fair was that

"Our future depends on scientists." (Welte, 1959, p.1).

In 1958, the first Chicago Student Science and Mathematics Conference was held.

It currently hosts over 1000 students per year. Local businesses, industry, newspapers

and colleges work together and sponsor monetary prizes and scholarship� (Danilov,

1975).

Locally, the Rochester Council of Scientific Societies of NY was formed in 1960. A

Science Congress program was developed for student science project exhibits and other

student competition activities-(NSTA, 1960).

During the mid to late 1960's, funding for science fairs declined (Lamb, 1984).

Between 1965-1975 the popularity of science fairs fluctuated. By 1975, science fairs

seemed to be on the increase again (Stedman, 1975). During the 1970's and 1980's, a

variety of non-competitive and alternative type science events were developed. In 1989

there was New Jersey Chemical Olympics and a Chemathon in Maryland (Levine, 1989,

Pax et al, 1989). By 1993, science fairs were gaining popularity (Galen, 1993).

The Department of Energy, Washington DC, and Sandia National Labs researched

science fairs and prepared a 318 page program titled, "How to hnplement the Science Fair

Self-Help Development Program in Schools" (Menicucci, 1994).

PurpOSe of Science Fairs and Student Science Projects

The literature presented many purposes for science projects and science fairs.

• To promote interest in science (Burtch, 1983; Cothron, 1993; DeBruin, 1993; Fay,

1991; McNay, 1985; Vazquez, 1994)

 4

• To give opportunity for "wondering and questioning" to develop deep interest in

science (McNay, 1985)

• To gain a better understanding of the processes of science (Cothron, 1993; DeBruin,

1993; Gowen, 1993; Lacey, 1966: Stedman, 1975; Trowbridge, 1990; Kimbrough,

1995)

• To develop critical thinking skills (Blume, 1985; Cothron, 1993; Gowen, 1993;

Smith, 1980)

• To advance student's scientific knowledge (Gowen, 1993; Trowbridge, 1990)

• To do science - experimenting - stating a meaningful problem, designing procedure,

collecting data, and drawing conclusions (Gifford, 1992; Gowen, 1993; Knapp II,

1975; Lacey, 1966; Smith, 1980; Welte, 1959; Kimbrough, 1995).

• To encourage independent thinking and self-expression (Knapp II, 1975; Stedman,

1975; Welte, 1959)

• To provide opportunity to use knowedge and lab skills obtained in the classroom (Pax

et al, 1989)

• To promote group learning and teamwork (Glassner, 1986; Levine, 1989)

• To increase minority and female students who are motivated and prepared

academically to choose careers in science, engineering and technical fields

(Champagne, 1987; Hill, 1990)

• To increase scientific literacy (Cothron, 1993; Gifford, 1992; Kelter, 1992;

Rutheford, 1989; Welte, 1959; Vazquez, 1994)

• To develop library and writing skills (Eyster, 1969; Gowen, 1993)

• To promote creativity (Gowen, 1993)

 5

• To practice statistical analysis (Gowen, 1993)

• To give Learning Disabled students opportunity to learn and grow more responsible

for their learning, to experience a sense of accomplishment ( Anderson, 1969; Rice,

1983)

• To enable participation in a scientific community (Bleicher, 1996; Richmond, 1998;

Ritchie and Rigano, l996). Apprenticeship models in science provide opportunities

for students to develop technical and conceptual skills in addition to participating in

the scientific enterprise (Richmond, 1998)

Purposes more specifically for the Science fair:

• To provide opportunities for the gifted and talented and scientifically-advanced to

pursue research and receive rewards for their accomplishments (Darlington, 1986;

Goodman, 1975; Gray, 1990; Levine, 1989; NSTA, 1960; Pax et al, 1989; Sisk,

1992; Stedman, 1975; Strassner & Simon, 1973)

-• To ensure that students' academic achievements receive as much public recognition as

athletic accomplishments (Grohman, 1993)

• To enhance community, school and home relations (DeBruin, 1993; Hoots, 1987;

Welte, 1959)

• To find and stimulate young talent (Lacey, 1966; Strassner, 1973; Welte, 1959)

• To develop U.S. strength in sciences (Barry, 1959; NSTA, 1960; Strassner, 1973;

Welte, 1959)
 6

Suggestions for Teacher's Role

The science teacher's role in science fairs and student science projects has

traditionally been to: (1) guide the students, (2) coordinate supervision of student

projects with regular course curriculum, and (3) to plan a school science fair. The extra

responsibility of supervising r.nany student projects in addition to tea�hing alrea�y

.
.. -

overloaded course curriculum can b� a he�vy bu�den on teachers (Menicucci, 1994).

Teachers are not always adequately prepared for such a role (Starr, 1972; Thome,
. . . .. '

1980). To prepare one's self for managing science fair projects, several suggestions were

made. Refer to INTEL International Science and Engineering Fair (ISEF) rules �d

regulations regarding safety with hazardous substances, the use of animals in

experiments, and criteria for judging (Lamb, 1984). Teachers should consult sources of

assistance such as manuals for conducting science fairs, program guides, reference lists

and web sites pertaining to science fairs.

Teachers should constantly keep track of and incorporate researchable topics into

curriculum and then discuss with the students how to get involved in a topic (Starr, 1972).

Investigating the local, regional, and state level science fairs will help in guiding the

science talented. Gathering a list of potential sponsors and experts on various topics will

be helpful when finding resources for students' projects (Anderson, 1974; Gifford, 1992;

Starr, 1972). And finally, serving as a judge is an excellent method of learning about

science fairs (Starr, 1972). In fact, Thome (1980) recommended that pre-service teachers

plan and conduct a science fair as a culmination of their student teaching at an elementary
 7

school, and Dr. Walter Brautigan, SUNY Brockport Professor of Education, regularly

invites his pre-service teachers to participate as judges at area science fairs.

Before beginning work on science fair projects and plans for a science fair, it is

crucial for the science teacher to define the school's science learning goals and then

proceed to design project criteria, exhibition and evaluation accordingly (Anderson, 1972;

Stedman, 1975; VanDeman & Parfitt, 1985). Anders0n (1972) stressed that the science

teacher should

"Make a defensible decision as to whether or not to make available to

volunteer researchers a "fair" in the traditional sense, with adult judges, and
prizes. Weigh each aspect of such activities against your goals f.or student
scientific attitudinal and rational skills development." (p.204)

A survey of science teachers found that 42% of respondents felt that judging of

projects is counterproductive because it moves the focus from science and learning to

winning and losing. Poor quality judging and cash prizes can affect attitudes of

participants (Grote, 1995).

Planning a science fair is best done with a committee of science teachers and a few

parents. Menicucci (1994) explains that the main advantage of a science fair volunteer

support committee is that it frees the teacher from organizational aspects of fairs and lets

them concentrate on their job of teaching science.

 8

Suggestions for Teachers to Guide Students

There were many suggestions for ways for teachers to guide the students.

• Explain what types of projects are acceptable. Explain what an experiment entails

and if it is more desirable than demos, models or library reports (Smith, 1980;

Stedman, 1975).

• Discover the child's interests. Students will de;> their best on projects that they are most

interested in (Barry, 1959; Rivard, 1989; Kimbrough, 1995).

• Help a child identify a research problem that he can do (Barry, 1959; Rivard, 1989;

Starr, 1972). Prepare a list of possible projects.

• Have students read and analyze actual research reports (Anderson, 1972).

• Prepare a list of criteria, requirements, expectations or rubric for each type of project

in order for students to understand what is expected of them and later on to judge and

evaluate the projects (McBride & Silverman, 1988; Stedman, 1975; Trowbridge,

1990).

• Act as a resource person (Gifford, 1992; Simmons, 1959; Trowbridge, 1990).

• Send letters home to parents explaining science project and fair, goals, types of

projects, suggestions fo parental assistance with library searching and daily log

reports, weekly progress reports, resource experts, exhibition plans (Cothron, 1993;

Menicucci, 1994; Teachworth, 1987; Vazquez, 1994).

• Invite parents to a meeting to present science fair plans and to answer any questions

about the projects (VanDeman & Parfitt, 1985).

 9

• Before beginning actual experiments, students should write a research proposal and

obtain teacher approval (Fay, 1991; Rivard, 1989; Schenker, 1994; Ward, 1983).

• When students fail to stay on schedule, the teacher can send a letter to the parents

informing them and encouraging them to help their child to complete to late work

(Cothron, 1993; Fay, 1991; DeBruin, 1980; Teachworth, 1987).

• Teachers should consider allowing for pairs or teams ofstudents to work on long­

term projects. Cooperation is an integral part of scientific research. Most science

journal articles have more than one author (Fay, 1991; Glasser, 1986; Grohman,

1993). .

··There were two unusual suggestions which were presented by only one reference

each. To prevent parents from helping too much, one junior high school required that all

work be done at school; the cafeteria was open two afternoons per week and there was an

extra storage room for projects (Hansen, 1983). In an old teacher education text book,

Welte (1959) advised science fair projects be optional because not all students will

become scientists and that competition against classmates for monetary prizes should not

be forced. Welte also cautions that science fair projects not be class projects because

abuse of class time could generate resentment toward science.

Suggestions Regarding Library Research

. The success of science fair projects is largely influenced by the background research

done (Eyster, 1969). It assures student knowledge of the subject matter and

thoroughness. Many students use only text books for background information. Teachers,
 lO

librarians, and parents should encourage thoroughness and help students locate resources

(Cothron, 1993; DeBruin, 1993; Eyster, 1969; Ward, 1983).

A high school science research class can make a field trip to a nearby university

library (Ward, 1983).

In the manual Students and Research, Cothron ( 1993) presents a comprehensive

chapter with a five-stage inodel for relating library and science research It also explains
. .

note-taking, use of concept mapping to define and narrow a topic� how to take notes on

science research and technical procedures.

Suggestions to Coordinate Te�cher Supervision of· Student Projects in Addition to .

Teaching the Curriculum

-

Supervising individual student long-term projects in addition to teaching a full

science curriculum can be a huge burden to teachers. Many references suggested

introducing the scientific procedures to students during regular class and lab time

(Anderson, 1972; Cothron, 1993; Fay, 199 1; Starr, 1972; Teachworth, 1987). The

manual of Cothron ( 1993) included specifics for modifying the curriculum and labs to

parallel teaching components of experimental research through the fall and winter.

Because research project reports involve writing skills and math and statistics, some

middle schools use an interdisciplinary approach thereby reducing the workload on the

science teacher (Gowen, 1993).

Having the whole class do a long-tef!U design project together aids student's

understanding of scientific research methods. Koser ( 1985) has his physics class build

bridges and "whizzers" and then tests the students' creations in class.
 ll

Doing a multifaceted "fair" at the end of an important science unit can be a non­

competitive exhibition of students' projects, skits and activities for parents (Murphy,

1983).

An organizational tool called Gowin's Vee is useful for high school students to

outline components of scientific experiments (Gurley-Dilger, 1992).

Research shows that girls have less contact and exposure to technical activities than

boys and that more hands-on lab experiences and extra-curricular science activities help

girls increase their confidence and interest in science (Champagne & Hornig, 1987; Hill,

1990; Jones, 1991).

Teachers should locate and bring together students and potential sponsors or experts

(Anderson, 1972; Cothron, 1993; Menicucci,1994; Starr, 1972).

Anderson ( 1972) had some good suggestions which included allowing students to

read and analyze actual research reports, allowing students to analyze each others' thought

and work while emphasizing the constructive effects of any objective criticism students

offer, and to show respect for student decisions and allow students to experience the

consequences.

A very effective way of teaching full high school science course curriculum and also

ensuring advanced students pursue research successfully is to have a separate course

(Sherman, 1984; Darlington, 1986) or a series of workshops or seminars (Galen, 1993;

Glass, 1984). Students learn to define a topic, locate resources, write research proposals

and research grant applications, have dis�ussions with peers and scientists, prepare and

give presentations and finally enter formal science fairs. These programs are especially
 12

suited for meeting the needs of students considering science related careers (Sherman,

1984).

A last suggestion for meeting the needs of the advanced science students is to

arrange for a mentorship whereby the student learns techniques and high-caliber research

with a college or industry expert mentor (DeBruin, 1993; Gadd, 1979; Starr, 1972;

Ward, 1983). One research study showed that sqccess in science fairs is most dependent

on the amount of time spent at colleges or universities (Gifford & Wiygul, 1992). Grote's

survey of teachers found that over one third of the respondents felt that a scientist mentor

was. necessary to make student research projects successful (Grote, 1995).

Suggestions for Teachers Regarding Parental Involvement

Most authors appreciated parent volunteers and see parental involvement as

beneficial to the students' science project experience. Only one author (Hansen, 1983)

felt that too much parental assistance on projects was serious enough to require that all

work be done at school. Some authors suggested informing parents of acceptable ways of

helping and have students and/or parents complete a form stating the amount of outside

assistance which a student received (Cothron, 1993; Fort, 1985; Gifford & Wiygul, 1992;

Menicucci, 1994).

Parents can help students obtain pertinent information from libraries, colleges, and

people with expertise (Burtch, 1983; Carnahan, 1988; Cothron, 1993; Fort, 1985;

Gifford & Wiygul, 1992; Menicucci, 1994; VanDeman, 1985).

Parents can encourage student progress by use of a daily log book (Cothron, 1993;

DeBruin, 1980; Fay, 1991; Teachworth, 1987). Letters home to parents when students
 13

are falling behind schedule are useful (Cothron, 1993; Menicucci, 1994,; Teachworth,

1987).

Types of Science Fair and Competition Opportunities Available

Organizations providing assistance and opportunities for exhibiting results of student

science research pr9jects includ�:

Duracell/NSTA Exploravision Awards Program

Future Scientists of America

International Bridge Building Competition

International. Science and Engineering Fair (�SEF).

Jets-Teams Competition and National Engineering Design Challenge

Junior Academy of Science (AAAS)

Junior Science and Humanities Symposium

Science Congress

Science Olympiads

Science Clubs of America

 14

How Do Science Projects Fit In With the Goals of New Programs?

Benchmarks for Science Literacy states that

"Before graduating from high school, students working individually or in

teams should design and carry out at least one major investigation. They
should frame the question, design the approach, estimate the time and costs
involved, calibrate the instruments, conduct trial runs� write a report, and
finally, respond to criticism." (Benchmarks, 1993, p.9)

The mission of Webster �entral School District (WCSD) is to provide an

environment in which all students can achieve success and become productive citizens.

(WCSD K-12 Curriculum, 1996, p.7) Of the nine essential·outcomes for students, all but

the last outcome are.met by doing a long term independent science research project. (See

Appendix C - Essential Outcomesof Webster Central Schools)

Science research experience also meets all of the Webster Language Arts Standards

- Writing, Reading, Speaking, and Listening - in relation to expository writing and

reporting. (WCSD K-12 Curriculum, 1996, Chapter on Language Arts)

Science research experiences help students meet all four of the standards for Science

in Webster High School, but most thoroughly cover Standard 1. Understands scientific

inquiry antt models, and utilizes them to pose questions, address problems, develop

solutions, and make informed decisions. (Appendix C - WCSD K-12 Curriculum, 1996,

Chapter on Science) .

Clearly, long term independent science research projects far exceed the standards and

goals of science and language arts education!

 l5

CHAPTER III

DESIGN OF SURVEY OF LOCAL SCHOOLS

My initial research proposal, spring of '95, included conducting a survey of

STANYS - CWS science teachers (Science Teachers of NYS - Central Western Section).

The purpose was to determine which schools included student science research projects

and whether school size, funding, teacher committment, or number of AP courses

offered, had strong influence on the schools' provision for student science research

opportunities.

In Statistics course, EDI 685, summer of ' 95, I designed a survey and tested the

plan for statistical analysis. The d�ta was from graduate students completing the ..

questionnaires based on what details which they knew about local schools. The only

factor considered for this test survey was school size v.s. number of science

extracurricular activities . The results suggested that as school size increases, a

significant increase in the number of science activities that the school participates in does,

in fact, occur.

A revision of the research approach was necessary. Sending surveys in June 95,

and 96 resulted in zero returns. In addition, after teaching full time for a few more years,

it has become clear that the key factor in whether a school provides opportunity for

independent student science research projects is the presence of a teacher who believes in

the value of such opportunities AND who is willing to commit the extra time and energy

required for successful facilitation of st�dent research.

In spring 1999, I revised the research project to include, as a goal, evaluating

various programs in order to determine what program would best meet the needs of
 16

Webster High School. Information about local high school courses and approaches was

obtained by phone calls and visits with the teachers involved.

 17

CHAPTER IV

SURVEY OF SCIENCE RESEARCH COURSES

Introduction

During the summer of 1999, I interviewed the Science Department Chairpersons

of 12 high schools in the Monroe county area. The questions asked varied depending on

whether the school had a science research course. For anonymity, the schools will be

identified as school A, B, C, etc.

In addition, a school program which is running successfully in· many schools in

eastern New York is included'because of its strong specialized NSF sponsored research

approach:

Variations in Science Research Programs at Local Schools

Three schools (A, B, C) reported offering an elective science research course

primarily for juniors and seniors to pursue an independent research project of their

choosing. Skills such as developing a hypothesis, library searches, reading journal

articles, designing experiment, statistical analysis, writing and presentation are taught

as needed. Students enter Science Congress, Intel ISEF (formerly Westinghouse),

Junior Science and Humanities Symposium. A spring presentation night provides an

opporturiity to communicate the results of completed projects along with work in

progress. Mentors are optional, but generally, only projects involving a mentor are

completed successfully. The optimim class size is 6-12 students. Of the three schools

offering this course, schools B and C, which began within the past 3 years, are

experiencing difficulty enrolling the minimum number of students as designated by their

principal which does not realize that the optimum research class must be small (i.e. 10).
 18

School L has regulary offered Environmental Studies Independent Study for

juniors and seniors. A few ( 4-10) students meet with the teacher during free periods

and are guided in a long term independent research project involving environmental

science. Students also take the AP Environmental Science exam in May. Skills building

is individualized as needed. Having a regular whole class meeting time would improve

skills building; provide opportunity for group discussions and support and, ultimately,

make students more successful. The Environmental Science Independent Studies

students participated in the high school's spring presentation night with the mandatory

Regents Biology projects. Some projects also went to Science Congress and further

competitions. The weakness of independent study will be remedied by offering an AP

Environmental Science course which includes an independent long term research project.

Schools G and L have a spring presentation night with mandatory Regents

Biology projects poster and paper exhibited and graded but not judged. A few of these

students continued to Science Congress. School G is planning to end the mandatory .

aspect of the projects because of an increase in inquiry and experimentation and writing

in the school's revisions of Regents Biology labs.

Several schools (D, E, F, K) which did not have a regular science research course

explained that many AP science courses were already offered and that some of the AP

courses included a student research project during few weeks after the AP exam . The

end of the year is full of activities for juniors and seniors and it doesn't allow enough time

for skills building, experimenting, an4_ writing of thorough papers.

School D offers an elective science research course which involves seniors in

ongoing U of Rochester science research on parasitic wasps and chromosome analysis.

 19

Skills are taught and practiced with a few group experiments. Then each individual

designs a project involving some aspect of the ongoing research topic. The benefits of

this program is that students don't have to struggle to choose a topiC' and will have the

skills required for experimenting. In addition, the teacher is facilitating a topic for which

he is very knowledgeable rather than trying to manage students on a wide variety of

pmjects outside his area of expertise. The single drawback to this program is that the

biological topic may not interest students interested in earth science or physics.

Schools A, B,. and K had a strong tradition of middle school student research

projects, a few of which went on to Science Congress. Schools A, I, and L had an honors

earth science course which included individual projects which were entered in Science

Congress. Having a middle school science project and fair can help students experience

science research to a limited extent. Judging of such events is of questionable value. In

addition, it can serve as a feeder program for high school student research courses and

identify science-interested and talented students.

One small School K enabled science-interested seniors to participate in ongoing

scientific research mentorship and required a report and presentation of the experience as

the student's Senior Project, a project required by each student.

 20

Authentic Science Research in the High School

Dr. Robert Pavlica of Byram Hills High School in Armonk, New York has

designed a comprehensive science research course which begins during the summer of

freshman year and runs through senior year (see Appendix B for program outline).

During the summer of freshman-sophomore year, students read ten articles in their

interest area and compose tlrree questions. Sophomore year involves library and

computer skills, narrowing their topic, locating a mentor, improving communications

and presentation skills, and presenting their progress at a spring presentation night.

Junior year is spent on intense lab research and includes presentations of research

findings. By October of the senior year. the student's research is completed. Formal

writing of the research paper and designing of a poster is done entirely by the student.

Students can then enter the Intel ISEF competition, Science Congress, and Junior Science

and Humanities Symposium.

The recommended class size is 10 students per class. Not only do the participants earn

high school credit, they can earn college credit. Very thorough skills building ­

especially reading of science journals, several presentation opportunities, careful

monitoring of student's progress and mentorships combine to make this the strongest

program design found in New York State. In fact, this program increased from running

in two schools in 1994 to 102 New York State schools in 1998/99.

A unique factor in the success of this program is the NSF-funded three week

teacher training course and five follow-up sessions.

 2l

CHAPTER V

CONCLUSION
Summary

There is full agreement that long term student science research projects provide an

excellent opportunity for students to do problem-solving and higher level thinking skills.

Such projects can develop a student's communication skills . In fact, long term

independent research project far exceed the National Standards and New York state

standards. Also rese�ch projects provide students with th� opportunity to learn about the

world of science research.

Science fairs provide a forum to communicate results and discuss with others.

The judging of fairs should be considered carefully in order to avoid discouraging

developing scientists. Spring Presentation Nights at schools provide an opportunity for

underclassmen to learn from upperclassmen and for students to communicate their

findings with the community.

Locally, science research courses may possibly compete with AP science course

offerings. Yet the science research provides the unique challenge of independently doing

science rather than focusing on information content.

Some schools have top caliber science students involved in Science Olympiads.

Yet a carefully planned science research course could be arranged to dovetail with the

Science Olympiads competitions in order to allow students to participate in both the

research course and Science Olympiads team. By establishing a regular class time for the

science research course, students could- successfully fit research into their busy

schedules.
 22

Characteristics of Webster High School

Webster has a very large student body of over 1,953 students in grades 10, 11 and

12. In fact, in one year it will begin a process to split into two separate campuses of

grades 9-12 offering the same courses and sports. Webster also plans to adopt block

scheduling next year. Two new science courses are being offered this fall - a combined

Regents Biology/Chemistry course and AP Environmental Science. The Webster Science

Olympiads te� is large and wins awards at the national level. In the past two years, I

have met with a few students interested in doing a reseach project for Science Congress,
' < T •

yet only one student successfully completed an experiment and entered Science Congress.
.
·'•
. .

The other interest�d students had difficulty choosing a topic and finding time in their busy

schedules. All of the after-school students agreed that having a science research course

with a designated meeting time would help immensely.

Conclusions

Given that only one local school is successfully conducting a regular course for

doing long term independent student research in unlimited science fields, and two

schools are struggling to establish new courses of a similar nature, I conclude that the

best plan for Webster High School calls for identifying the student interest by explaining

the possible course and research opportunities and conducting a student survey(Appendix

E). I recommend embracing the strong and highly successful program designed by

Robert Pavlica(Appendix B). In addition, I recommend that Webster prepare two

teachers at Robert Pavlica's training wo�kshop and, thereby, have one teacher at each of

the two high schools who could also assist each other.
 23

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 24

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 25

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 26

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 27

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Welte, A.F. (1959). Your science fair: an opportunity for youth. Minneapolis: Burgess
Publishing Co.
 28

APPENDIX A
SURVEY QUESTIONS

1. How does your high. school provide students with the opportunity to do long term
independent science research projects?
2. If you have a dedicated credit course for student research,
• number of students,
• sophmores, juniors, seniors
• prerequisites
• teacher work load
• maximum/minimum number of students for a class
• individual projects on student's chosen topic
• group experimenting on teacher-selected topics
• ckecks on student progress
• competitions entered
• spring presentation event
• skills building
• mentorships
• connections �ith business, industry, colleges
• student satisfaction, drop out rate
• overlap with Science Olympiads
• teacher training
• how to assign a grade
• strongest aspect of the course
• weakest aspect of the course

3. If there is not a course dedicated to student science research, how do students pursue
science research?

4. In the district's middle schools, do students participate in a school science fair?

5. Have you heard of the research course designed by Robert Pavlica and Daniel Wulff,
" Authentic Research in the High School", currently running in 102 schools in
eastern New York? What is your opinion of the course?
 APPENDIXB 29

fll rurr:J-{f£9\[rric scIf£:A(Cf£

!i('ESf£.M\C:J-{ 19\L ry:J-{rr,
:J-{J(j:J{ SC:J-[OOL

%ere is a growing aemanti nationwide, for science based education wfiicfi is:

S tucfent Centerea

Project Oriented aruf Long CJ'enn

1Jriven Gy ProGCem So{vi11£!

Cost �ffective

'11r.e course cfescribea meets a{[ of tliese neecfs. We are present[y training
teacfiers in tfie science researcfi course metfiocfo{ogy cfevisea 6y Vr. 'R.pbert
Pav[ica of 13yram :J{iffs Jiigfi Scfioo[ in !Armon� �w l)"or�

j"orfurt!ier infonnation and training worl<:.§fiops contact:

Daniel Wulff OR Robert Pavlica OR· Leonard Behr

Dept. of Biological Sciences Byram Hills High School Taconic Hills High Scho�l
University. at Albany 12 Trip Lane Box 0
Albany, NY 12222 Armonk, NY 10504 Philmont, NY 12565
(518) 442-4290 (914) 273-9200 ext 391 (518) 672-7942
dlw96 @cn svax alb an y edu
. . rpavlica@purvid.purchase.edu lenbehr@epix. net
 30

OVERVIEW OF THE SCIENCE RESEARCH PROGRAM

This program affords students the opportunity to participate in the community of

scientific research and scholarship as part of their high school experience. It furthers
excellence in performance and achievement, while drawing from and developing
scientific capabilities in a broad spectrum of the student body. Students taking the
course accomplish the following skills:

Students choose and explore a topic of interest. The topic may come from the
natural sciences or the social sciences. They develop skills in using electronic
mail and the internet. They learn to conduct on-line bibliographic searches of a
wide range of databases.

Students find and study several journal articles, eventually choosing one which
they will present to the class. Their presentation to the class emphasizes how
research described in the article was conducted. Thus, it makes the scientific
method, which is the essence of the course, explicit for the student and the class.
The elements of this method always include:
·

A review of literature
A statement of the hypothesis or the problem
Methodology
A presentation and analysis of results
Conclusions
Bibliographic work and footnotes

Students prepare a statement of what they intend to study based on their

bibliographic research.

Students contact the authors of journal articles they have studied. They ask for
suggestions for future research that they might undertake. As their relationship
with the scientist develops, they ask the scientist to serve as a mentor or to help
them find an appropriate scientist mentor to assist them in carrying out a research
project.

Students then engage in an original piece of research under the guidance of their
scientist mentor and their classroom research teacher. The classroom teacher
meets with individuals and the research class on a regular basis. The students
communicate with scientist mentors, wherever they are, using electronic mail
capabilities.

Students conduct statistical analyses using appropriate statistical computer

software.

Students make presentations of their findings to their class, their school district,
and at regional and statewide symposia. Their presentations are based on the

2
 31

scientific protocol l isted above and incorporate vis u a l p resentation tec h n i q ues
(e.g. Power Point) .

Each step i n the student's p rogress is careful ly and systematica lly monitored to
ass u re that the student engages in each phase of scientific research and attai n s
d e s i red capab i l ities.

THE THREE YEAR TIME UNE

Fres hman S u m m er: Students should choose their a re a of scientific i nterest. They
a re req uired to read ten a rticles from magazines, newspape rs , or books . F rom these
a rticles the stu d e nt m ust d evelop three questions.

Sophomore Yea r: D u ring this year the students are requ i red to continue to narrow
their topic. They master computer searching skills using Dialog , and they locate and
retrieve approximately twenty journal articles in their field of study. After read ing
appropriate articles the sophomores are required to write a statement of what they
i ntend to study, based on their bibliographic research . S ubsequently, they contact the
authors of these a rticles by telephone, engage them i n conversation about their own
related topic, and begin d eveloping a rapport which h opefu l ly develops into a
student/me ntor relationship. Each sophomore presents at least o ne a rticle from the
journal articles retrieved . The a rticle is presented using overhead projections. The
presentation m ust i nclude: a review of l iterature, a statement of hypothesis , a
discussion of the author's methodology, presentation a n d d is cussion of data using
graphs, or charts , and a con cl usion. The student's prese ntatio n is assessed by his
peers. Assessment is d o ne on two levels:

Tec h n ical accuracy and thoro ug h ness i n presenting the a uthor's research as
o utlined above.
General presentation q ua l ities such as speed , clarity, eye contact, and posture.

D u ri n g this year the student should locate a research fac i lity where he/she will work.
This may be a u niversity o r company laboratory. Many research projects can be done
at home, in school, o r i n the local community. During this year the student will make a
time l i n e for each q uarter and one for the summer. H e/she will also create a poster
outl i n i n g the i ntended research to be accomplished along with any results a lready
g athe red . Finally, d u ri n g this year the student researc h project may beg i n . N o colleg·e
credit is offered for this first academic year.

J u n ior Year: This is the year of intense laboratory research. The student confers
with the mentor at least twice a month and is actively e n g aged in the project. The
hyp othesis is redefi n e d as needed, based on conti n u i n g l iterature searches and
read i n g . D urin g this year the student makes public p re se ntations of the research
fi ndings to the class , school commu n ity, and public. I n a l l presentations he/she must
follow the same format u sed i n presenting earlier article s . The student should learn

3
 32

to use the statistical softw a re of choice in the laboratory where the work is being done.
The student must make five time l ines this year, as last year. The student may elect
to g a i n u niversity credit for the sophomore-ju nior summer a n d the j u n ior year.·

Senior Year: The .student research is completed by late October. The student m ust
now write his formal research paper. This must be done e ntirely by the student and
m ust follow the format of other articles written in the chosen fiel d . This is the time to
write the Westing house paper, the J unior Science a nd H u ma n ities Symposium
application, and the all important abstract. Now it is a lso time to prepare 35
millimeter slides and other p resentation g raphics. Finally, each senior is expected to
attempt to publish his work. This year the student makes fou r time lines , one for each
q ua rter. The student may e lect to gain university credit for the j u nior-senior summer
and for the senior year.

SOME BENEFITS OF THE PROGRAM

• The student at cente r stage: The Science Research Course is student centered.
Students work on problem.s they identify and on hypotheses they develop. The
resou rceful ness and imagi nation shown by students in the identification of p ractical
research problems is truly impressive. Science Research students learn that
scientific research often req uires a g reat deal of tedious work, but that the end result
can be g lorious, namely, the acquisition of new knowledge for which they h ave
shared responsibility. Students come to take enormous p ride of ownership in their
work.

• The teacher as facilitator: The teacher is the facilitator, and not the supe rvisor of
research. The teacher teaches students the scientific method ; the teacher helps the
student to identify a p p ropriate scientific l iterature in the students' chosen fie l d ; and the
teacher g ives constructive feedback to the student's hypotheses and experimehtal
desig ns. The teacher a ls o helps the student obtain research scientists as mentors,
and helps ttJe student identify resources that wil l be needed for the conduct of
research. The teacher monitors the student's progress through biweekly conferences
'
and thrpug h examining the deta i led records the student keeps concerning a l l aspects
of the research experience. The teacher coaches the student in methods of both oral
and writte n communicati o n of scientific resu lts. These responsibilities req u i re
considerable skills on the part of the teacher, but they do n ot req u i re that the teacher
be present in a laboratory supervising research at all hours incl u d i ng evenings and
·

wee ke n d s .

•
The research scientist as mentor: Students recruit research scientists from
anywhere as mentors , b ut o nly after they have studied their a reas of interest
extensively and come to a p reliminary formulation of the p roblems they wish to
investigate and the hypotheses they wish to test. Senior scientists, who a re often "too
busy" if asked to work with a high school student, usually cannot resist helping a

4
 33

student who has read their papers and has ideas for further research . Greater tha n
8 0 % o f scientists who are contacted agree t o serve as mentors for students.

•
Scientific creativity and p roblem solving : In an era in which the sheer technical
complexity of science often m a kes research tra i n ing little more than an exercise i n
developing technical skills, the Science Research cou rse emphasizes the
devel opment and discipli ned use of scientific creativity. Students who have taken the
cou rse emphasize that, besides l earn i ng how to do scientific research, they have
acq u ired skills to deal with problems of all sorts that one must face in living a l ife,
problems that m i g ht otherwise have overwhelmed them .

•
Authentic research: Students do authentic research using the scientific method .
They work on real problems, and th e results they obta i n constitute new scientific
k n owled g e .

•
S tu d e n t portfolios : Research students create an extensive portfolio which gives
them an excellent sense of how they are doing, and which allows the teacher to make
detailed assessments of progress. For example, the portfolio contains records of
every telephone conversation with a mentor, every e-mail message , every
b i b liographic search, every conversation with the research teacher, and periodica l l y
form u l ated goals.

•
Comm unicati o n of resu lts : Emphasis is placed upon communication of results.
Students prepa re s lides and posters and make public presentations. Students write
abstracts of thei r research and seniors write a twenty page paper. Seniors are
req u i red to enter various contests such as the Westinghouse and the Ju nior Science
and H umanities Symposium. H owever the emphasis is on communication of res ults,
and not winning contests. The work remains very m uch the student's own : mentors
do not help to write the papers even though many would be happy to do so and even
thou g h this would i n crease the chance of winn ing major competitions.

• Rea listic expectations: Although students may d rop the course at any time, the
Science Research cou rse is norm a l ly a three year course, a llowing students time to
develop ideas, do significant research and then enter various contests without heroic
·
efforts by students and teachers. I n the first year the typical student identifies
problems and recruits mentors; i n the second year the student does the research;
and in the third yea r emphasis is p laced upon communication of results. Upper level
·

students are role models and p rovide encou ragement to beginn ing students.

• Expense: The course is relatively inexpensive for the school (less than $ 1 , 000 per
year plus the teacher's time) . Students do their work i n thei r backyards, in
basements, i n stream bed s , and many students do science and social science
experiments that a re not laboratory based. A few students find their way i nto large
industri a l and u niversity laboratories , and a few students work in their school
laboratory. The a n n ual supplies b udget is less than $500, and com m u n ication costs
are also less tha n $500.

5
 34

WHAT SCHOOLS SAY ABOUT THE SCIENCE RESEARCH COURSE

The Science Research in the High School Program has g rown from two schools
ru n n ing this co u rse in 1 994 to 1 02 New York State schoo l s i n 1 998/99. According to
assess ment reports by the Eval u ation Consortium at the U nivers ity at Albany, school
administrators con siste ntly diffe rentiate this course from other science co u rses ,
stating

•
it involves m o re critical thinking and problem solvi n g skills,
•
students work independently a nd are responsible for i n d ividual prog res s , and
•
it is a more ha nds-on approach and real life applicatio n of science .

Ln relating the Science Research prog ram to the New York State Education Standards
in science, a d m i n istrators say that

•
the Science Research prog ram exceeds the stan dards beca use more p roblem
solving and h ig her level th i n king skills are involved , a n d
.- · ·the Science Research prog ram provides an a uthentic, i ntera ctive, a nd
collaborative science cou rse.

Ad min istrators a ls o see benefits to the school that g o beyond the S cience Research
classroo m , i n c l u d i n g

•
exposure of n o n-Science Research program teachers to strateg ies which co uld be
imp lemented in their classrooms , and
•
an increased level of teacher expectations of what students can d o once the entire
facu lty has observed student performance in a school spring Science Sympos i u m .

Ad ministrators a ls o n ote t h a t t h e Science Research p rog ra m

•
enha nces pare ntal support, and
•
improves the rep utation of the school in the comm u n ity.

Ad min istrators a n d school cou nselors note that the S cience Research p rog ra m

•
helps stude n ts make contacts for their post-secondary education a n d ca reer,
•
aids students i n their college application essays in demon strating a l o n g term
commitment to scientific research, and
•
impresses college interviewers when they view the students' portfolios.

Parents repo rt that

•
their child re n transfe r critical thi nking skills to such things a s news rep o rts as a
result of their participation i n the Science Research progra m . They say that
students a re m o re likely to ask "how" q uestions a n d s h ow a g reater d e s i re to "see
the data" before accepti ng the results reported .

6
 35

SCHOOLS wmi SCIENCE RESEARCH COURSES

1 998-9

GREATER HUDSON VALLEY REGION

ALBANY COUNTY
B ethlehem Senior High School
Watervliet Junior/Senior H i gh School
COLUMBIA COUNTY
Chatham High School
Hudson High School
New Lebanon Junior/S enior High School
Taconic Hills High School
DUTCHESS COUNTY
Stissing Mountain Junior/Senior High School (Pine Plains CSD)
FULTON COUNTY
B roadalbin-Perth High School
GREENE COUNTY
Cairo-Durham High School
Coxsackie-Athens High School
G reenv i l le Junior-Senior High School
HERKIMER COUNTY
Mohawk High School
Poland Junior/Senior High School
West Canada Valley Junior/Senior High School
MONTGOMERY COUNTY
Amsterdam High S chool
Canajoharie Senior High School
St. Johnsville JSHS
ORANGE COUNTY
Goshen Central High School
PUTNAM COUNTY
B rewster High School
Haldane Junior/Senior High School
Mahopac High School
RENSSELAER COUNTY
Columbia High School (East Greenbush)
Hoosic Valley Junior/Senior High School
Hoosick Falls Senior H igh School
Tamarac Senior High S chool
Troy High School
 36

ROCKlAND COUNTY
North Rock land High Schoo l
Pearl River High School
Ramapo Senior High School
Suffern Senior High School
Tappen Zee High School
SARATOGA COUNTY
Cori nth High School
Saratoga Spri ngs Senior High School
Schuylerv i l le Junior/Senior High School
South Glens Falls Senior High School
SCHENECTADY COUNTY
Mohonasen Senior High School
Nis kayuna High School
SCHOHARIE COUNTY
William H. Golding High School (Cobleskil l)
SULLIVAN COUNTY
Liberty High School
Narrowsburg Central School
ULS TER COUNTY
New Paltz Senior High School
Saugerties Junior/Senior H i gh School
WARREN COUNTY
Lake George Junior/Senior High School
WASillNGTON COUNTY
G ran v i lle Junior/Senior High S chool
Greenwich Junior/Senior High School
Hartford Central School
Salem High School
WESTCHESTER COUNTY
B lind Brook High School & Middle School
Byram Hills Senior High School
Croton-Harmon Senior High School
Edgemont Junior/Senior High School
Fox Lane High School (Bedford CSD)
Gorton High School (Yonkers City SD)
Harrison High School
John Jay Senior High S chool (Katonah-Lewisburgh UFSD)
Lakeland Senior High School
Mamaroneck High School
Mount Vernon High School
New Rochelle High S chool
Ossining Senior High School
Pleasantvi lle High School
Port Chester Senior High School
(CONTINUED ON NEXT PAGE)
 37

WESTCHESTER COUNTY (CONTINUED FROM PREVIOUS PAGE)

Roosevelt High School (Yonkers City S O)
Rye High School
Rye Neck Senior High School
Saunders Trades & Tech High School (Yonkers City SO)
S leepy Hollow Middle and High School
Somers Senior High School
Walter Panas High School (Lakeland CSD)
Westlake High School
White Plains Senior High School
Woodlands Senior High School (Greenburgh CSD)
Yorktown High School

NORTII COUNTRY
CLINTON COUNTY
Plattsburgh Senior H_i gh School ·
FRANKLIN COUNTY
Franklin Academy High School (Malone CSD)

SYRACUSE REGION
MADISON COUNTY
Oneida Senior High School
ONONDAGA COUNTY
Liverpool High School

LONG ISLAND REGION

NASSAU COUNTY
East Meadow High School
George W. Hewlett High School (Hewlett-Woodmere UFSD)
Hicksville High School
Malverne Senior High School
Northshore Senior High S chool
Oceanside Senior High School
SUFFOLK COUNTY
Cold Spring Harbor High School
Harborfields High School
Hauppage High School
Wantagh Senior High School
 38

NEW YORK CITY REGION

BRONX
Christopher Columbus High School
Herbert H. Lehman High School
Theodore Roosevelt Jfigh School
BROOKLYN
Franklin K. Lane High School

PRIVATE AND PAROCHIAL SCHOOLS

ALBANY COUNTY
Academy of the Holy Names (Parochial)
Albany Academy for B oys (Private)
NASSAU COUNIT
Lawrence Woodmere Academy (Private)
NEW YORK CITY
Christ the King High School (Parochial - Queens)
Horace Mann High S chool (Private - Manhattan)
Our Lady of Perpetual Help (Parochial - B rooklyn)
Regis High School (Parochial - Manhattan)
St. Francis Preparatory School (Parochial - Queens)
WESTCHES'IER COUNTY
Our Lady of Victory (Parochial)
Rye Country Day School (Private)
U rsuline Academy (Parochial)
/ 39
Department of Biological Sciences
Albany, New York 1 2222

5 1 8/442-4290
Fax: 5 1 8/442-4767

UNIVERSITY AT ALBANY
S T AT E U N I V ER S IT Y OF NEW YORK

June 25, 1 999

Ms. Pat Wartinger
Webster High School
875 Ridge Road
Webster, NY 14580
Dear Pat
I have now scheduled interest meetings in western New York for administrators and
teachers interested in establishing Science Research courses in their schools in fall,
200 1 . All meetings are from 4:00-5:00 PM this coming fall. The schedule is as follows:
Tuesday, October 5 Cattaraugus-Al legany-Erie-Wyoming B OCES
Center at Olean
1 825 Windfall Road
--·---------·-·----·----Q}��.!1.J'i.Y . 14760
Monroe 1 BOCES �
4 1 O'Connor Ro�� )
Fairport, NY 14450�
-------

Tuesday, October 1 2 Erie 1 BOCES

355 Harlem Road
West Seneca, NY 14224
Thursday, October 1 4 Niagara-Orleans BOCES
4232 Shelby Basin Road
Medina, NY 1 4 1 03
Tuesday, October 1 9 Erie 2-Chautauqua-Cattaraugus B OCES
8685 Erie Road
Angola, NY 14006
Tuesday, October 26 Genesee Valley BOCES
80 Munson Street
Le Roy, NY 14482
Thursday, October 28 Monroe 2-0rle�ns BOCES
Wemoco Conference Room A
3599 Big Ridge Road
Spencerport, NY 1 4559
Tuesday, November 9 Steuben-Allegany BOCES
Conference Room B
6666 Babcock Hollow Road
Bath, NY 148 1 0
 40

If you are unable to attend the meeting in your BOCES, then you may attend one of the
other meetings. I encourage more than one individual from a school district to
attend an interest meeting. It is not necessary for everyone attending from a
particular district to attend the same meeting. Individuals from schoo 1 districts not
in a B OCES may attend any meeting that is convenient.
Please address any inquiries regarding these meetings to me. The various BOCES are
only making their spaces available for these meetings. I will mail a second
invitation in the early fall.
As a reminder from my first letter to you, w are offering two intensive trammg
.workshops for Science Research teachers in Western New York in Summer, 200 1 for
sch-ools implementing Science Research courses in Fall, 200 1 . This is made possible
by a major grant from the National Science Foundation. The complete tentative
schedule is:
1 999: Manhattan (NYC teachers only), Verona, .Owego, Poughkeepsie
2000: Manhattan (NYC teachers only), Sy.racuse, St. Loui.s. .J.M.O ), Lawrence (KS)
200 1 : Manhattan (NYC teachers only),l,West�fn New Y.o rk �} Los Angeles (CA)
2002: Long Island, Florida, two in New York State to be determined
2003: Long Island, three in New York State to be determined
.......

"-_. To be accepted to a Summer workshop, a teacher must be scheduled to teach a Science

� Research course in the following Fall. Teachers receive a $900 stipend, round-trip
_transportation at 32.5 cent oard if they liv'e too far to commute, an
8 �u�n�c��a�o.;w�a�n�c�e�a�n��;,
$�r re�e�g�r��at�e�c�re�d�i�ts�.� Teachers also attend Jjye_ follow-up
u�
the following academic or which they receive an additional $300 a

The National Science Foundation requires schools to pay a portion of the teacher
training through cost sharing. The school's share depends upon the summer in
which the teacher is trained. This goes by
1 999 z e r o
2000 ..-$277�(5% of project costs)
200 1 $562 ( 1 0% of project costs)
2002 $ 1 ,397 (25% of project costs)
2003 $ 1 ,664 (30% of project costs)
Have a productive summer, and I will be in contact with you again next fall !
S incerely �
y ours /
/� ·'"
/

-S�__,e..c::::l,_ �
Daniel L. Wu1ff
Professor of Biological Sciences
Director of Outreach - Programs in Science and Mathematics
 APPENDIX C 41

Mission :

The m ission of the Webster Central School District is to provide an educational environment in which
all students can achieve success and become productive citizens.

Beli efs : Essential Outcomes :

The Webster Central School District believes . . . Aca d emics : Webster graduates will apply, in a
variety of contexts, the skills, knowledge, concepts
and attitudes learned from their courses of study.
> All rights have corresponding responsibilities.

A-esthetics: Webster graduates will appreciate beauty

> Self-respect i s a prerequis ite to respect for others.
in nature and the arts by building their knowledge
through active experiences with various forms of
> All people have a right to the basic necessities oflife.
creative expression.
> Human potential i s immeasurable.
Conim unication : Webster graduates will effectively
> Every person has potential to change and 'to effect app!:YJistehing, speaking and writing skills to express
change. and exchange ideas, infonriation and feelings.

> Every person has equal intrinsic value. Global Resp onsibility: Webster graduates will
have the knowledge, skills, understandings and atti­
> Excel l ence cannot be compromised. tudes to participate as citizens in a diverse interdepen­
dent world. They will demonstrate a commitment to
> The pursuit of knowledge i s a l ifelong process. thecivic well-being ofthe community.

> Knowledge has intrinsic value. Higher Order Thinking Skills : Webster graduates
will apply higher order thinking skills in order to set
> Individuals are responsible for the choices they make. goals, make appropriate decisions and solve prob­
lems in a variety of contexts.
> Risk taking results in growth.
Interpersonal: Webster graduates will work
> Achievement as well as perfonnance deserves
collaboratively and demonstrate concern and respect
recognition.
in theirrelations with others.
> Caring is essential to positive human relationships.
Self-Directed as Person & Learner: Webster
graduates will demonstrate initiative, persevere in
> Parent-fam ily should be actively involved in the
their commitments and take responsibility for their
education oftheir child to promote positive develop­
m ent ofthe individual.
ongoing learning.

> Mutual trust and respect are essential to the well­ Self-Esteem : Webster graduates will have confi­
being ofthe organization. dence in their abilities, pride in their achievements, a
healthy acceptance of selfand a positive vision for
> The well-being of the fam i ly impacts the overall their future.
qual ity of society.
Welln ess: Webster graduates will have the skills
!lecessary to maintain a healthy life-style and will value
physical and emotional wellness.

Boardlccrnen
7
 September 1 997
.

Standard 1 : Understands scientific inquiry and models, and utilizes them to pose questions,
address problems, develop solutions, and make informed decisions.

Benchmarks are assumed to be cumulative.

Grade 9 Grade 10 Grade ll Grade 1 2

1. Designs and conducts scientific 1. Designs and conducts scientific 1. Designs and conducts scientific 1. Designs and conducts scientific
investigations. investigations. investigations. investigations.
• Uses scientific literature as • Uses scientific literature as •
Uses scientific literature as •
Uses scientific literature as
a source of information. a source of information. a source of information. a source ofinformation.
•
Understands that scientific •
Understands that scientific •
Understands that scientific •
Understands that scientific
inquiry is guided by con- inquiry is guided by con- inquiry is guided by con- inquiry is guided by con-
ceptual principles, ceptual principles, ceptual principles, ceptual principles,
knowledge, and practices, knowledge, and practices, knowledge, and practices, knowledge, and practices,
that are specific to a that are specific to a that are specific to a that are specific to a
particular scientific particular scientific particular scientific particular scientific
discipline and which discipline and which discipline and which discipline and which
influence the design and influence the design and influence the design and influence the design and
interpretation ofinvestiga- interpretation ofinvestiga- interpretation ofinvestiga- interpretation of investiga-
tions. tions. tions. tions.
• Formulates and revises • Formulates and revises •
Formulates and revises •
Formulates and revises
scientific explanations and scientific explanations and scientific explanations and scientific explanations and
models using logic and models using logic and models using logic and models using logic and
evidence. evidence. evidence. evidence.
• Uses scientific discourse as •
Uses scientific discourse as •
Uses scientific discourse as •
Uses scientific discourse as
a means of evaluating and a means ofevaluating and a means of evaluating and a means of evaluating and
developing explanations. developing explanations. developing explanations. developing explanations.
•
Formally presents and •
Formally presents and •
Formally presents and •
Formally presents and
defends a scientific argu- defends a scientific argu- defends a scientific argu- defends a scientific argu-
ment ment ment. ment.

8
 Improved Edition
September 1997

Standard 2 : Understands the historical development o f scientific ideas and the interaction among
scientific research, technological development, and societal need.

Grade 9 Grade 1 0 Grade It : Grade 1 2

r�
1. Understands that new tech- 1. Understands that new tech- 1. Understands that new tech- 1. Understands that new tech-
.. .

nologies have extended current nologies have extended current nologies have exten!f� current nologies have extended current
levels ofscientific understand- levels ofscientific understand- levels ofscientific understand- levels ofscientific understand-
ing, have introduced new ing, have introduced new ing, have introduced new ing, have introduced new
arenas ofresearch, and have arenas ofresearch, and have arenas of research, and have arenas ofresearch, and have
.r
affected society. affected society. affected society. �

r· affected society.

2. Understands that throughout 2. Understands that throughout 2. Understands that r,hroughout 2. Understands that throughout
the development ofan idea or the development of an idea or the develop111ent ofan idea or. the development ofan idea or
product there is an exchange of product there is an exchange of product there i� an exchange of product there is an exchange of
information between scientists, information between scientists, information between scientists, information between scientists,
engineers, and manufacturers. engineers, and manufacturers. engineers, and manufacturers. engineers, and manufacturers.

3. Understands that scientists help 3. Understands that scientists help 3. Understands that scientists help 3. Understands that scientists help
shape the future by generating shape the future by generating shape the fu�e by generating shape the future by generating
knowledge, developing new knowledge, developing new knowledge, developing new knowledge, developing new
technologies, and sharing their technologies, and sharing their technologies, and sharing their technologies, and sharing their
ideas with each other. ideas with each other. ideas with each other. ideas with each other.

I3
 Improved Edition
September 1 997

Standard 2 : Understands the historical development o f scientific ideas a n d the interaction among
scientific research, technological development, and societal need.

Grade 9 Grade 10 Grade 11 Grade 1 2

4. Understands that individuals 4. Understands that individuals 4. Understands that individuals 4. Understands that individuals
and society must decide on and society must decide on and society must decide on and society must decide on
proposals involving new proposals involving new proposals involving nevy proposals involving new
research and technologies. research and technologies. research and technologies. research and technologies.
Decisions involve assessment of Decisions involve assessment of Decisions involve assessment of Decisions involve a!?Sessment of
alternatives, risks, costs, and alternatives, risks, costs, and alternatives,.risks, costs, and alternatives, risks, costs, and
benefits, and consideration of benefits, and consideration of benefits, and considera�ion of benefits, and consideration of
who benefits. who benefits. who benefits. who benefits.

5. Understands that scientific 5. Understands that scientific 5. Understands that scientific 5. Understands that scientific
knowledge is oftez;t not made knowledge is often not made knowledge is often not made knowledge is often not made
readily available because of readily available because of readily available �cause of readily available because of
patents, military and political patents, military and political patents, military and po�itical patents, military and political
issues, and the fmancial paten- issues, and the fmancial paten- issues, and the fmancial paten- issues, and the fmancial paten-
tial ofthe idea or inventions. tial ofthe idea or inventions. tial ofthe idea or inventions. tial ofthe idea or inventions.
 Improved Edition
September 1997

Standard 2: Understands the historical development of scientific ideas and the interaction among
scientific research, technological development, and societal need.

Grade 9 Grade 1 0 Grade 11 Grade l2

6. Understands that all scientific 6. Understands that all scientific 6. Understands that all scientipc 6. Understands that all scientific

knowledge is, in principle, knowledge is, in principle, knowledge is, iri. principle, knowledge is, in principle,

subject to change as new subject to change as new subject to change as }lew subject to change as new

evidence becomes available. evidence becomes available. evidence becomes a'(<lilable. evidence becomes available.
•
Core ideas of science have •
Core ideas of science have •
Core ideas of science have
•
Core ideas of science have

been subj ected to a wide been subjected to a wide been subjected to a wide been subjected to a wide

variety ofconfirmations and variety ofconfirmations and variety ofconfirmations and variety of confirmations and

are therefore unlikely to are therefore unlikely to are therefore unlikely to are therefore unlikely to

change in the areas in which change in the areas in which change in the areas in which change in the areas in which

they have been tested. they have been tested. they have been tested. they ha�e been tested.
•
In areas where data and/or •
In areas where data and/or •
In areas where data and/or • In areas where data and/or

understanding are incom- understanding are incom- understanding are incom- understanding are incom-

plete there is great oppor- plete there is great oppor- plete there �s great oppor- plete there is great oppor-

tunity for making advances. tunity for making advances. tunity for makin� advances. tunity for making advances.

7. Understands that there are 7. Understands that there are 7. Understands that there are 7. Understands that there are

advances in science that have advances in science that have advances in science that have advances in sciencethat have

important and long-lasting important and long-lasting important and long-lasting important and long-lasting

effects on science and society effects on science and society effects on science and society effects on science and society

(e.g., Copernican revolution, (e.g., Copernican revolution, (e.g., Copernican revolution, � (e.g., Copernican revolution,

Newtonian mechanics, relativ- Newtonian mechanics, relativ- Newtonian mechanics, relativ- Newtonian mechanics, relativ-

ity, geologic time scale, plate ity, geologic time scale, plate ity, geologic time scale, plate ity, geologic time scale, plate

tectonics, atomic theory, tectonics, atomic theory, tectonics, atomic they>ry, tectonics, atomic theory,

nuclear physics, biological nuclear physics, biological nuclear physics, biological nuclear physics, biological

evolution, germ theory, molecu- evolution, germ theory, molecu- evolution, germ theory, molecu- evolution, germ theory, molecu-

lar biology, quantum theory, lar biology, quantum theory, lar biology, quantum theory, lar biology, quantum theory,
+:>.
galactic universe). galactic universe). galactic universe). galactic universe). Vl

15
APPENDIX D - New Science Fair Web Sites from NSTA Reports, Sept. 1 999
46

N S TA R E P O RT S ! • 3 5

S E P T .E M B .E R • 1 9 9 9
• • • • • • • • • • • • • • • 0 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

The Ask the Experts site is The Resources site has sci­ P� G u ide
Scientific American's conduit ence fair project ideas and l
from the Intern et .Publi c L ­
to experts on qll fields of sci­ reference links to help stu­ b�9ry, tells how to complete
ence. dents begin scientific discov­ • a successful project, gives ex­
www.sciam.com/askexpert/ ery. amples of projects, and offers
. .
html www. tyler. net. ruskhslib I ideas cmd resources.
ir.html www. ipl .org/youth/projec
t-
guide'
Primer, a hypertext tutori­
_

al, tells how to do everyth ing The School Science Fairs • advisor, busy with physics
from plann ing· scienc e fair Page, presented by the east- · questions.
projects to judgin g finalists. ern Newfoundland Science www.onlineclass .com/Fer-

Ted Rowan from Falmou th, Fairs Council, offers various

MA, has been w:orking with project ideas, listed in prima­
science fairs for 20 years. He ry, elementary, middle Kids Connect helps stu­
wrote this resource for stu­ school, and senior high dents look for information
dents. school sections. for reports and projects . This
www. stemnet.nf.ca/ -jbar­ free service responds to ques-
•

users.massed.net/-tedrow­
ron/scifair.html tions by providing Internet
an/primer.html
resources and referrals to li­
�� allows The Science Fair Home brarians and information
you to trade ideas about sci­ Page offers ideas for putting specialists.
ence fair topics. Ideas are together a science fair proj www.ala .org/ICONN/

listed by discipline, and the within the framework of the ""'·'""'" .... . h tml

site offers links to other on­ scientific method.

line resources. The Mighty M�­
www.halcyon.com/sciclub/ E-mail Mentoring for
Science Fair Tips, from Teachers site finds mentors
Eduzone, offers ideas by or mentees. It allows you to
grade level. It also contains search by grade, subj ect, and
and Engineering Fair site informative pieces on pre­ location. ;
tells about the Intel-spqn­ paring for a science fair and www.mightymedia.com/

sored competition. ISEF win­ a demonstrator's kit.

ners receive scholarships, tu­ www.eduzone. com/tips/

ition grants, internships, science .asp The Virtual Creatures site

scientific field trips, and a includes a three-dimensional
trip to attend the Nobel Prize Science Fairs, a virtual li­ computer model of a frog.
ceremonies. brary, presents science fairs The program uses interactive
www.sciserv.org/isef/ around the country that software to· teach vertebrate
index.htm have an online presence. biology.
physics. usc.edu/ -gould/Sci­ summit.stanford
Internet Science and • enceFairs
Technology Fair, the Univer-
•

sity of Central Florida's on­ Ultimate Science Fair Re-

line science project, brings source contains these sec-
•

together students, experts tions: Doing a Science Fair

from the field, and Internet · Project; Project Hints; Writing
resources to create project • a Report; Display Hints;
homepages on "National • Project Categories; "How To"
Critical Technologies." Links; Project Ideas; Idea
istf.ucf.edu Board; Links; and more.
www. neltec.com/scifair
 47
APPENDIX E

Draft of Su rvey for Webster High School Students

Name: -------

HR ____

Class of 2000, 200 1 , 2002, or 2003

Science course which you are currently taking: --------­

Science Teacher: ------

1. Are you considering a career in science?

If so, what field (s) are you interested in?

2. Would you like to do a science research project if a Student Science Research course
were offered next year? __________

3 . How would you benefit from such a course?

4. Did you ever do a science research project?

If so, what was your proj ect? --------­

Did you enj oy the experience and I or find it worthwhile?

NOTE: B EFORE doing survey, students should be informed of the program and
benefits, possibly in a morning video announcement including a Sci Congress winner
and college admissions rep. Also, include a brief paragraph at the top of the survey
form.
 APPENDIX F
48

School Size

. VS.

Participation in S cience Extracurricular Activities

SUNSIDNE GROUP

• Wrtre so bight! "

Molly Heatherington
Jayme Donoghue
Sue Reynolds
Pat Wartinger

Dr. Beers
EDI 685
8-4-95
 49

CHAPTER 1 : INTRODUCTION AND STATEMENT OF THE PROBLEM

Science projects, science fairs, and other extracurricular science activities are

opportunities for students to expand their knowledge and exercise higher level thinking

skills. These skills help them not only in their immediate scholastic ventures, but also in

building life skills. The purpose of this study is to determine whether or not there is a
.
gh
relatiQnship between hi �hriol size and participati-on in such activities. Smaller

schools tend to have lower budgets, less equipment, fewer teachers, fewer free periods,

less classrqom;and lab space. The lack of such resources creates obstacles in terms of

participation in extracurricular science activities. Therefore we believe that as school

size' increases, participation in extracurricular science activities will also increase.

The results of this study will determine whether or not more attention should be

given to investigating why smaller schools have a lower level of science activity and then

finding solutions to the problem. Possibly business, government, and local universities

should be encouraged to support science programs via finances and/or materials.

The null hypothesis (Ho) is that there is no relationship between the size (number

of students enrolled in high school) and the level of science activity (total number of

different types of activities offered to students) for Monroe county high schools. The

alternative hypothesis (HA) is that there is a relationship between the size of school and

the level of science activity.

 50

CHAPTER 2 : REVIEW OF THE LITERATURE

Long tenn student science projects are an invaluable component of secondary school

science education: Often students are put in a position to do long tenn science projects

which will ultimately end up in a science fair. There is much discussion in the literature

of the pros and �ons of science fairs. There is also much �nsensus on the value of long

tenn science projects for the students.

The lite�ture presents many purposes for science projects and science fairs. Student

science projects serve to promote interest in science, to develop a better understanding of

the process. of science, to develop critical thinking skills, to encourage creativity and

independent thinking, to develop library and writing skills, to promote group learning,

and finally, to increase scientific literacy (Cothron, 1 993; Gowen, 1 993 ; NSTA, 1 960;

Welt�, 1 959). Hands-on sc,ience activities are especially beneficial for minority and

female students (Champagne, 1 987; Hill, 1 990). S�ience fair projects and participation

give Learning Disabled students the opportunity to learn and grow more responsible for

their learning and to experience a sense of accomplishment (Rice, 1 983 ). A primary

purpose for science fairs is to provide opportunities for the gifted and talented and

scientifically-advanced to pursue research and receive rewards and encouragement

(NSJ'A, 1 960).

After the Russian satellite Sputnik orbited Earth in 1 957, �ere was .a tidal wave of

federal .money..and programs for increasing our country's science education and regaining

U.S. superiority in the world of science (Gilman, 1 965). At that time, the rationale

behind the science fair was that "Our future depends on scientists. " (Welte, 1 959, p. 1 ).
 51

As the initial federal funding for science programs began to taper off in the mid to late

1 960's, business, industry and universities began to sponsor a variety of science programs

- some competitive and non-competitive, some individual and some team events.

Today, there are many national programs available for secondary students (Grand,

1 994� NSTA, 1 990).

Local opportunities include Science Olympiads, Science Congress, Odyssey of the

Mind, E 3 at RIT, Science Exploration Day, Broaden Your Horizons, and Challenger

Space Program. Some schools hold an annual science fair. The Rochester Council of
1 '', '
I

Scientific Societies ofNew York, formed in 1 960, developed a Science.Congress

p
program for student science roject exhibits �d �ther student competition activities

(NSTA, 1 960). Science Congress of 1 995 included 165 student science project exhibits

and was judged by specialists from local industries along with science teachers. Another

local event, the E3 at Rochester Institute of Technology, is a hands-on technology fair

and team competition event which includes hands-on exhibits form local industry,

colleges and even BOCES.

As part of their Regents variance, S<?me schools require a science research project for

Regents Biology and/or Earth Science (unpublished data, Hilton H.S., 1 995), A few

schools arrange for exceptional students to do research under a mentor in a local industry

or university research lab (unpublished information, West Irondequoit H.S., 1 995).

There are several state and national curriculum revision projects currently underway.

These include New Compact for Learning, Project 206 1 , M/Sff/, S,S&C, Sff/S, and

National Education Standards. For all of the programs, student science projects are the

very kind of inquiry learning desired and are ideal for authentic assessment and

portfolios.
 52

CHAPTER 3: RES EARCH DES I GN

The s c hoo l districts used in this s t ud y i n c l uded a l l

districts l ocat ed i n Mo n r o e Coun t y . A survey wi l l be sent ,

w i t h a s e l f - ad d r e s s e d e n v e l o p e , to t he cha i r p e r son or head

of the s c i ence d e p a r t me n t i n e a c h h i gh s choo l . Each s c hoo l

wi l l be g i ven at l ea s t f i ve bus i ne s s days to re turn t he

c omp l e t e d survey . If t he a n t i c i pa t e d n umb e r of s u rveys are

not r e t urned by t he d e �d l i n e , s � ho o l s t ha t have no t r ep l i ed

wi l l be c on t a c t e d r andom l y for a phone s u r ve y .

D e s i g n i n g an e f f e c t i ve s u rvey i n s t r ume n t for our s t udy

wa s a c h a l l e n g i ng p r o c e s s . Ex amp l e s of t he var i ou s s t ag e s

i n vo l v e d in c r e a t i ng o u r s u r v e y a r e i n c l ud e d in t he

append i x . The s u r v e y wh i c h w i l l be used i n our s t ud y

i n c l ud e s o n l y qu e s t i on s wh i c h d i r e c t l y a p p l y to t he p u r po s e

of t he s t udy , ( s e e Appe n d i x C ) . The wo r d i n g o f each

qu e s t i o n h a s been c a r e fu l l y cons i de r e d so t ha t t he y a r e

e a s i l y unde r s t o o d a n d a r e no t b i ased i n a n y way .

We have de f i ned t he s i ze of t he s c hoo l as be i ng t he

numb e r of s t ud e n t s a t t e nd i ng e a c h h i gh s c ho o l . A l t hough it

is no t i mp o r t an t for our p u r po s e s t ha t we k n ow s p e c i f i c a l l y

wh i c h s c i en c e act ivi t ies each s c hoo l has p a r t i c i pa t e d in , we

have i n c l ud e d a l ist on o u r s urvey t o he l p each c ha i r p e r s o n

reca l l a c t i v i t i e s wh i c h t he i r s c hoo l has been a part of . We

have a l so asked s choo l s to i de n t i fy t he numb e r of s t uden t s

who have advan c e d to s t at e o r n a t i on a l s c i ence fai r

c omp e t i t i o n s . We w i l l use this i n f o rma t i on a l on g w i t h t he

ot her data c o l l e c t e d o n e a c h s u r ve y t o d r aw f u r t h e r
 53

c o n c l u s i on s abou t t he e ffect of s c hoo l s i ze on p a r t i c i pa t i on

in s c i ence- r e l a t ed ac t i v i t i e s .
 54

CHAPTER 4 : ANALYSIS

x X)(
t> =
N
y =�
N

mean (x} = 1 1 03.824

mean (y) = 4.941

•�) 5.r 4x a - (rx) � c I

..:Jy ' = Sy 1 J -.�
_

-
It(
N

..
Sy = 2�900

Sy' = 2. 129

S2y' = 4.533
N (Y: XY ) - ('AX) Iz r)
3> r=
�[N'(f x') - t�x)X] [N(Ef•) -(�YP)
r ( 1 5) = +0.679

r2 = 0.461
1 - r2 = 0.539

fcrit (15) for two tail test = +I- 0.482 p<.05

b= N (Y:XY) - tZ'�) tXY)

N (X X:J.) - (IX'�.,.

linear regressi on line formula: y• = .003x + 1.403

 55

SCHOOL SIZE VS. NUMBER. OF SCIENCE ACI1VITIES

'' �------�
+

StudentPopulatio.n

Student Population
 56

CHAPTER 5: CONCLUS I ON

Ou r r e l at i ve l y l ow v a l u e s for t he s t an d a r d e r r o r of t he

e s t i ma t e and t he v a r i an c e of our y ' scores a r ound Y , ( 2 . 1 24

and 4 . 533 , r e s pe c t i v e l y ) r e ve a l t hat t he Y va l ue s , in

ge n e r a l , fal l s omewha t c l ose to Y' or a l on g t he r e g r e s s i on

l i ne . Low S ' '

y
and s?, ' va l ue s are a s s o c i a t e d wi t h

r e l a t i ve l y h i g h a b s o l u t e v a l u e s of t he c o r r e l a t i on

coe f f i c i en t , r. Th i s a c cou n t s for t he c a l cu l a t e d r va l u e of

+0 . 6 7 9 b e i ng g r e a t e r t han t he cr i t ical r of +0 . 482 .

Th e r e f o r e , we c an re j ect our nu l l hypo t h e s i s wh i c h s t at e s

t hat t he r e is n o r e l a t i on s h i p b e t we e n our v a r i ab l e s .

Because r is pos i t i ve , and it is great e r t h an t he c r i t i ca l r

va l u e , a s i gn i f i c an t p o s i t i ve r e l a t i on s h i p ex i s t s , wh i c h

suppor t s our r e s e a r c h hypo t h e s i s . As s c hoo l s i ze increases ,

a s i gn i f i c an t i n c r e as e in t h e numb e r of s c i ence ac t i v i t i e s

t ha t t he s c hoo l p a r t i c i pa t e s i n doe s , in fact , o c cu r .

We pe r f o rme d a t wo - t a i l e d test wi t h an a l f a va l u e of

0 . 05 . Th i s me a n s t h a t we c an b e 9 5% sure t ha t we did not

comm i t a Type I error . I n o t h e r wo r d s , we can be 95% sure

t hat this pos i t i ve r e l a t i on s h i p a c t u a l l y e x i s t s in the

popu l a t i o n , and is no t me r e l y d u e to s amp l i n g e r r o r .

Af t e r on l y e l e v e n o f t he su rveys had b e e n r e turned , a

p r e l i m i na r y r va l u e of +0 . 5 1 6 had b e e n c a l cu l at ed . A l t hough

t h i s was l owe r t ha n our f i na l r va l ue , it is sti l l h i gh e r

t ha n t he cr i t i c a l r va l u e . Th i s l e ad s us to be l i eve t hat as

t he s i ze of t he s amp l e increas e s , up to a c e r t a i n po i n t , t he

s t ronge r t he r e l a t i o n s h i p b e t we e n o u r v a r i ab l e s w i l l be .
 57

The r e f or e , we are a s s um i n g t hat po s s i b l y a n e v e n s t rong e r

r e l a t i ons h i p ex i s t s in t he popu l a t i o n . Fur t he r s t ud y s ho u l d

i n c l ude al l 30+ h i gh s c hoo l s i n Mon r o e coun t y t o d e t e rm i n e

if this is t rue .

The s e f i nd i ng s w i l l be f o rwa r d e d , a l on g w i t h a l i s t i ng

of s m� l l e r s c ho o l s i n need o f suppor t , to l oca l bus i ne s s e s ,

g q v e rnme n t , un i ve r s i t i e s , and to t he S c i ence Teache r s

A s s o c i a t i o n o f New Y o r k S t a t e ( STANYS ) .
 58

This survey is the pilot study for a thesis involving science fairs and
student science research projects. For the actual thesis, it will be completed by
the chairpersons of local high school science departments. But, for today,
please imagine yourself as the chairperson of a science department in a local
high school with which you are familiar. U nderstandibly, you won't know many
of these answers. Just give a quick guestimate on the data according to your
best knowledge of. one school's science activities.

Thank you, Chairperson �or a Day!

Name of high school :, _____________

# students in the high school :____

What science .activities did your students particit>ate in over the past 1 994-5
school year? Please check the following:
__ Science Clubs
__ Optional student projects
__ .Required student research projects
__ .Mentor research opportunity
__ .Research class/course
-�In-school science fair

What local science competitions and events did your school participate in during
the past 1 994-5 school year? Please check the following:
·

__· Science Olympiads

__ Science Congress
__ Odyssey of the Mind
__ E, 3 RIT
__ Challenger Space Program
__ Science Exploration Day
__ Broaden Your Horizons
__ Other

___ # Students to advance to state or national science fair competition

 59

REFERENCES

Champagne, A. & Hornig, L. ( 1 987). Students and science learning. Papers from the
1 987 National Forum for School Science. Washington, DC: AAAS.

Cothron, J .H. ( 1 993 ). Students and research. practical strategies for science classrooms
and competitions. Dubuque, Iowa: Kendall/Hunt Publishing Co.

Gowen, L. & Marek, E. ( 1 993). Science fairs: step by step. The Science Teacher, 60 ( 1 )
·

37-40.

Grand, G.L. (1 994). Student �cience opportunities. New York: John Wiley & Sons, Inc.

Heiman, G.W. ( 1 992). Basic statistics for the behavoral sciences. Boston: Houghton
Mifflin Co.

Hill, T.G. & Jones, T. ( 1 96 1 ). Scientific exhibitions. Springfield, Illinois: Charles C.

Thomas.

NSTA ( 1 960). New developments in high school science teaching. Washington, DC.

Rice, J.R. ( 1983). A special science fair, LD children learn what they can do. ERIC
Clearinghouse 49 (6) 256-258. (EJ 137256)

Welte, A.F. ( 1 959). Your science fair: an opoortunity for youth. Minneapolis: Burgess
Publishing Co.