The Phenomenon of the Science Fair Project:

How Do We Make Sense of School Research Assignments?

Review of Literature:

Current Methods for Instructing Students in

Research Methodology

Prepared by Pam Petty

1 -ERIC_NO- EJ549688
-TITLE- Simulating the Historical Process To Create Laboratory Exercises That Teach Research Methods.
-AUTHOR- Alcock, James
-JOURNAL_CITATION- Journal of Geological Education; v42 n2 p118-24 Mar 1994
-ABSTRACT- Explains how controlling student access to data can be used as a strategy enabling students to take the role of a research geologist. Students develop models based on limited data and conduct field tests by comparing their predictions with the additional data. (DDR) 2 - TITLE - Thinking and Learning with Technology: Helping Students Construct Meaning.
- AUTHOR - Alvarez, Marino C.
- JOURNAL CITATION - National Association of Secondary School Principals; v81 n592 p66-72 Nov 1997
- ABSTRACT - Providing lessons and assignments that require students to think about how technology can resolve their uncertainty is one way for them to construct meaning. 3 -ERIC_NO- ED326485;
-TITLE- Teaching-As-Inquiry: A Context for Qualitative Data Collection and Analysis.;
-AUTHOR- Andrews, Sharon Vincz;
-ABSTRACT- "An overview of research studies on education points up the fact that there has been an emphasis in teacher education research on how things are done in classrooms, almost to the exclusion of why. The ""how"" issues of control, management, and measurement lend themselves to the dominant research paradigm. The ""why"" issues of theory, intellectual development, and development of learning environments in schools must be addressed by attempts to reconceptualize teacher education and the inquiry that supports it. Part of that reconceptualization is a rethinking of the methodology and reporting of data from classroom teaching and inquiry. That methodology and reporting of data is inquiry if it is premised on students' and instructors'questions, and if this inquiry purports to inform practice. The general framework of data collection, analysis, and development of grounded theory (Glaser & Strauss, 1967, as reconceptualized and operationalized by Lincoln & Guba, 1985) provides the methodological mechanics for this study. It is noted that the best educational researchers should be the best teachers, if their research is indeed informing their practice. Teaching as inquiry does provide a powerful research context for pursuing the reconceptualization of teacher education. (JD)"; 4 - TITLE - Project Learning for the Multiple Intelligences Classroom
- AUTHOR - Berman, Sally
-PUBLISHER, YEAR - SkyLight Training and Publishing, Inc., 1997, ISBN 1-57517-077-9
- ABSTRACT - With the advent of multiple intelligences theory, emergent brain research and the case for coherent, connected-curriculum, and performance-based assessments, project learning becomes paramount as a pedagogical architecture. (first paragraph)
-SYNTHESIS - This book describes and gives examples of five different types of projects: structured, topic-related, genre-related, template, and open-ended projects (2). Structured projects are designed to meet very specific criteria (egg drop, catapult) (2-3). Topic-related projects often spring from units of study. Students research the topic to gain more information, synthesize the new with the known, and produce some product that often takes the form of a written report (3). Genre-related projects require students to develop a product that must contain certain essential elements which are clearly set (4). Template projects use items like field guides or newspapers as models of what students should imulate in the form of a product (5). Open-ended projects encourage risk-taking, creativity, and innovative and divergent thinking. There are minimal guidelines and few criteria (6). 5 - TITLE - K-W-W-L: Questioning the Known.
- AUTHOR - Bryan, Jan.
- JOURNAL CITATION - The Reading Teacher; v51 n7 p618-620 Apr 1998
- ABSTRACT - Bryan revisits and offers a suggestion to extend the K-W-L instructional activity. This model is extended to include questioning where students can find their answers. 6 - TITLE - Inquiry-Based Science.
- AUTHOR - Chiappetta, Eugene L.
- JOURNAL CITATION - The Science Teacher; v64 n7 p22-26 Oct 1997
- ABSTRACT - Strategies and techniques for encouraging inquiry in the science classroom are discussed, such as deductive activities and science process skills. 7 - TITLE - Schooling the Gifted
- AUTHOR - Coleman, Laurence J.
- PUBLISHER, YEAR - Addison -Wesley, 1985, ISBN 0-201-20088-0
8 -TITLE - Reshaping the Teaching of Science:   A Scientist's Perspective.
- AUTHOR - Dobson, Geoffrey P.
- JOURNAL CITATION - Journal of Chemical Education; v74 n4 p453-454 Apr 1997
- ABSTRACT - Those trying to reshape the teaching of science in the schools and wider community are continually faced with the problem of defining modern natural science. Science is a dynamic process with no absolutes, being forced to settle for proof without certainty. 39 - TITLE - Creative Teaching: Ideas to Boost Student Interest
- AUTHOR - Downing, James P.
- PUBLISHER, YEAR - Teacher Ideas Press, 1997, ISBN 1-56308-476-7 9 - TITLE - Bringing Out the Giftedness in Your Child
- AUTHOR - Dunn, Rita, Kenneth Dunn, Donald Treffinger
- PUBLISHER, YEAR - John Wiley and Sons, Inc., 1992, ISBN 0-471-52803-X 10 -TITLE - Using Paradoxes to Teach Critical Thinking in Science
- AUTHOR - Eliason, James L.
- JOURNAL CITATION - Journal of College Science Teaching
- ABSTRACT - The educated person of the next century will be required to adapt to constant change and apply the basic skills of language, mathematics, and problem solving in a variety of situations that cannot be predicted today. Traditional education is sometimes inadequate for preparing students for tasks like these, but this style of education is comfortable and familiar. (from 1st paragraph) 11 -ERIC_NO- ED348234
-TITLE- A Summary of Research in Science Education 1990.;
-AUTHOR- Finley, Fred; And Others
-ABSTRACT- "The intent of this publication is to consolidate and critique research findings related to teaching and learning in the sciences as they were reported in 1990. The purposes of this and previous summaries include: (1) providing an overview of recent research activity for scholars in the field; (2) providing research information in succinct form for practitioners and development personnel; (3) stimulating ideas for further research; and (4) tracking trends in science education research. In 1990 there was increased reporting of research on conceptual change, problem solving, assessment, and women and minorities in science education. Researchers in science education appear to be using an increased variety of research methods including: standard experimental studies, ethnographies, in-depth clinical interviews, philosophical analyses, surveys, Delphi studies, and cost-effective analyses. The book is divided into the following categories: Conceptual Change and Achievement; Problem Solving; Science Process/Inquiry Skills; Cognitive Development and Logical Reasoning Skills; Assessment and Research Design; the Nature of Science; Science, Technology, and Society; Curriculum and Instructional Intervention Studies; Student Attitudes and Preferences; Equity Issues and Science Education; Students with Special Needs; Teacher Characteristics; Teacher Preparation; Policy Studies; International Science Education; Uses of Technology; Analysis of Science Textbooks; and Informal Science Centers. (More than 200 references) (PR)"; 12 -ERIC_NO- ED383563
-TITLE- Complex Instruction in Complex Classrooms: A Synthesis of Research on Inquiry Teaching Methods and Explicit Teaching Strategies.
-AUTHOR- Flick, Lawrence B.
-ABSTRACT- Achieving national standards for science education for all students requires that the research agenda for inquiry-oriented instruction be well informed by current knowledge of successful and unsuccessful teaching practices in typical classrooms. Given the persistent lack of data about the nature of teacher behavior in inquiry-oriented teaching and given the significant effects of explicit teaching methods for certain objectives for some students, research on inquiry-oriented teaching is reviewed against a background of explicit teaching research. The purpose is to achieve a productive synthesis. A brief review of explicit teaching research focuses on research on teacher behaviors and teaching functions to inform discussion about inquiry teaching. Studies that contribute to understanding of inquiry teaching practices in typical middle or high school classrooms are reviewed. A summary discusses techniques for synthesizing knowledge on explicit teaching with knowledge on inquiry-oriented teaching in order to make complex forms of teaching and learning accessible to a greater number of students with more diverse backgrounds. Contains recommendations for further research, 2 tables, and 61 references. (LZ) 13 - TITLE - Problem Based Learning
- AUTHOR - Fogarty, Robin
- PUBLISHER, YEAR - SkyLight Training and Publishing, Inc., 1998, ISBN 1-57517-047-7
- ABSTRACT - To explore the true nature of problem-based learning as a curricular framework and an instructional model for kindergarten through college classrooms, this collection of articles has been assembled.
            - ARTICLE TITLE - Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning
            - AUTHOR - Blumefeld, Phyllis C., Elliot Soloway, Ronald W. Marx, Joseph S. Krajcik, Mark Guzdial, and Annemarie Palincsar
            - ABSTRACT - Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support students and teachers as they work on projects, so that motivation and thought are sustained.
- SYNTHESIS -
    Projects are defined as, "relatively long-term, problem-focused, and meaningful units of instruction that integrate concepts from a number of disciplines or fields of study." (104) It is suggested that tasks should not be low-level because of the negative effects on students' understanding of content and attitudes toward learning and school, in general (105). Two essential components of projects are identified: "a question or problem that serves to organize and drive activities; and these activities result in a series of artifactsl or products, that culminate in a final product that addresses the driving question." (106) Since project-based learning allows students to investigate and seek solutions to problems, they are able to make connections among curricular areas and extend those connections to the real-world with deeper understanding (106). Problems with previous education movements to incorporate project-based learning (roots all the way back to Dewey) are identified as follows: 1) selection of projects was made without sufficient attention to student motivation and required cognitive ability; 2) point of view of students was not given high regard; 3) teachers were unprepared for the challenge of classroom organization and lack real commitment (108). There is evidence that indicates that students will resist engaging in high-level cognitive project-based activities even if they have been taught the learning strategies necessary to do the task (109). The essential ingredient to engaging students in high-level activities is through student motivation (109). Students are motivated to engage in project-based activities if the activities contain elements of variety and novelty. Careful consideration should be given that the novelty of the project not overshadow the content or focus of the learning. Designing projects that allow students to pursue their own interests from "real-life" runs the risk of having projects that are not "educationally rich enough" to allow the student to gain "understanding of significant subject matter concepts." (111) The product to the activity is also a motivational factor. The product should have a real-world application, require students to synthesize information, and encourage complex thought (111). The degree of "choice and control" over the project must be carefully balanced between teacher and student(s) (112). Group-based activities may provide increased motivation, but require that students possess certain social skills that make the group interactions condusive to real learning (112). Technology enhances student interest and motivation to participate in project-based learning activities. Students may view information found via electronic devices as more authentic (121). 14 - TITLE - Technology-Enhanced Research in the Science Classroom
- AUTHOR - Francis, Joseph W.
- JOURNAL CITATION - Journal of College Science Teaching
- ABSTRACT - An Internet project that was successfully incorporated into an undergraduate molecular biology course is described that can be applied to a variety of science classroom research projects. 15 - TITLE - Implementing Problem-Based Learning in Science Classrooms.
- AUTHOR - Gallagher, Shelagh A.; Stepien, William J; Sher, Beverly T; Workman, David
- JOURNAL CITATION - School Science and Mathematics; v95 n3 p136-146 Mar 1995
- ABSTRACT - Educational reform in science classrooms needs to be focused on ushering in problem-based learning, instructional models as in medical graduate school programs, to ensure excellence in the study and teaching of sciences. Improved science education can be ensured by, among other initiatives, enhanced teacher participation in developing scientific reasoning skills in students by exposing them to problem-based assessments and understanding of scientific queries.
16 - TITLE - Inquiry: Both Means and Ends.
- AUTHOR - Hackett, Jay.
- JOURNAL CITATION - The Science Teacher; v65 n6 p34-37 Sep 1998
- ABSTRACT - Despite the pivotal role of inquiry in education, emphasized by the National Science Education Standards, teaching science as inquiry is easy to talk about but difficult to carry out. One mistake teachers make is to confuse inquiry as a means and inquiry as an end or content outcome unto itself. 17 -ERIC_NO- EJ471239
-TITLE- Theme Section: Teaching Research Skills.
-AUTHOR- Handy, Alice Evans; And Others
-JOURNAL_CITATION- Book Report; v12 n3 p13,15-25,27-29 Nov-Dec 1993
-ABSTRACT- Nine articles discuss teaching research skills to junior and senior high school students including useful personal qualities, computer-assisted instruction, researching issues of current public debate, an oral history project on the 1960s, changing roles of librarians, cooperative learning, video and audiotapes as sources, CD-ROM-based indexes, and board games. (EAM) 18

- TITLE - Content and Science Inquiry.
- AUTHOR - Hinman, Richard L.
- JOURNAL CITATION - The Science Teacher; v65 n7 p25-27 Oct 1998
- ABSTRACT - Leaders in the promotion of content and the inquiry process as the essence of learning science believe firmly that this combined approach in the early years will make a significant contribution to improving scientific awareness in later life.

19 -ERIC_NO- ED364248
-TITLE- An Interdisciplinary Approach to Teaching the Research Process Using Information Technology.
-AUTHOR- Joyce, Marilyn; And Others
-ABSTRACT- The interdisciplinary approach to the research process using information technology as implemented for sophomores at Stearns High School in Millinocket (Maine) integrates information skills and technology into biology and English curricula by helping students overcome obstacles encountered in the presearch or planning phase of the research process. After an introductory unit on genetics, each student selects a topic related to his family medical history and disease prevention. Each student uses information technologies to formulate a central research question and then to organize and conduct the search. Seven teachers work with about 100 students during this unit. The library media specialist serves as a facilitator. Because other schools might consider adopting this approach, program goals and outcomes are described, with specific procedures and instructions for program implementation. At Stearns High School, InfoTrac is the electronic magazine index used. The interdisciplinary approach teaches students how to use the research process to develop a plan for a healthy lifestyle as it improves writing skills and teaches the value of information technology. Five handouts complement the discussion. (Contains 2 references.) (SLD) 20 -ERIC_NO- ED403560
-TITLE- Look, No Methods!: Transcending the Boundaries of the Scientific Research Article.
-AUTHOR- Kellogg, David
-ABSTRACT- When students and teachers talk about the arrangement of the experimental article in science, they usually take for granted a particular set of radically differentiated parts, including the abstract, the introduction, the materials and methods, the results, and the discussion. All handbooks work from this model. The implication of some literature is that the only excuse for breaking this fairly strict set of expected sections is by virtue of reputation. In Jack Selzer's seminal book "Understanding Scientific Prose," he suggests that students have to pay their dues in writing according to the prescribed method before they can deviate from it. However, this impression is misguided. Given the chance to read real scientific articles, students discover that, in the first place, the arrangement varies radically by journal. They discover, for example, that many articles in cutting-edge journals like "Nature" and "Science" are not divided into sections at all but flow from one point to another. By examining how the arrangement of actual scientific articles diverges from the idealized form articulated in handbooks, students begin to gain rhetorical control over their own writing strategies. Students can extend their freedom and control still further by inquiring into what variations and shifts in conventions mean. The way in which the methods section is often relegated nowadays to the end of the article tells students something about the reading patterns, for instance, of practicing scientists. (TB) 21 -ERIC_NO- ED403154
-TITLE- Inquiry and Learning: Realizing Science Standards in the Classroom. The Thinking Series.
-AUTHOR- Layman, John W., Geroge Ochoa, Henry Heikkinen, Robert Orrill
-ABSTRACT- This book provides a focused, extended response to the question How does standards-based science instruction look and feel in the classroom? This question is addressed by considering two related issues: (1) "How can teachers cultivate the quality of scientific thinking and understanding defined by standards?" and (2) "How can teachers verify that students have actually attained that level of learning?" The answers emerge from data of several types, including the work and reflection of several experienced science teachers, recent research findings in student cognition and learning, and National Science Education Standards, which help frame the information. Chapters are entitled: (1) "Thinking about Science and Science Teaching"; (2) "Doing Science"; (3) "Understanding Science"; (4) "Teaching Science"; and (5) "Epilogue." Major themes include Science as Inquiry, Higher-Order Thinking Skills, and the Learning Cycle Approach to Instruction. Several case studies are described, including Slime Mold, Bottle Rockets, and Putting Socks on Thermometers. Contains 17 references. (PVD) 22 -ERIC_NO- EJ507455
-TITLE- The Problem Method of Teaching Research Methods.
-AUTHOR- McBurney, Donald H.
-JOURNAL_CITATION- Teaching of Psychology; v22 n1 p36-38 Feb 1995
-ABSTRACT- Describes the application of the problem method, or case study approach, to teach undergraduate research methods. Maintains that the approach is particularly applicable because research design is a classic ill-defined task. Reports that students find the method challenging and interesting. (CFR) 23 -ERIC_NO- ED406990
-TITLE- Research Strategies for Moving beyond Reporting. Professional Growth Series.
-AUTHOR- McElmeel, Sharron L.
-ABSTRACT- This guide provides lessons for teaching primary research skills to elementary and middle school students. The lessons introduce basic research processes, emphasizing the use of primary sources and direct observation. A six-step process is described that applies to all grade levels. Examples are provided to help the teacher or media specialist plan lessons by which students learn to formulate questions, make predictions based on accumulated knowledge, utilize data gathering techniques, organize and record data, analyze results and conclusions, interpret information, and identify implications for further research. Suggestions for projects include written presentations, videos, museum-type displays, computer-generated slide shows, and Internet Web pages. Library skills are described for the different age groups. The book is divided into four chapters: (1) "Reports--Why Not?"; (2) "A First Step--Beginning the Research"; (3) "Mini-Research Lessons"; and (4) "Moving to a Larger Research Project." Appendices include reproducible forms describing research instruction, strategies, and class activities. A subject index is provided. (Author/SWC) 40 - TITLE - Creative Thinking and Problem Solving for Young Learners
- AUTHOR - Meador, Karen S.
- PUBLISHER, YEAR - Teacher Ideas Press, 1997, ISBN - 1-56308-529-1 24 - TITLE - Problem-Based Learning, Primary Sources, and Information Literacy.
- AUTHOR - Milbury, Peter.
- JOURNAL CITATION- Multimedia Schools; v5 n4 p40-44 Sep/Oct 1998
- ABSTRACT - Problem-based learning provides a simple framework by which a teacher can effectively move into the role of educational guide or coach. The advantages of using online-based action-oriented activities in the classroom are discussed. 25 -TITLE - Teaching Research Skills: Innovative Strategies for Library Use Instruction.
- AUTHOR - Osif, Bonnie.
- SOURCE - Paper Presented at 87th Special Libraries Association Annual Conference, Boston, MA. (1996)
- ABSTRACT - Bonnie Osif, Engineering Librarian at Penn State University, explains how concept mapping can be incorporated as a research skill in science literacy and education in the electronic environment. On-Line PowerPoint presentation outlines key points. http://iti.acns.nwu.edu/slatran/bonnie.html
Synthesis - Concept mapping is defined as an organizing tool that is a graphical representation of what is known and/or what has been learned. Concept maps links previous information to new information. Concept maps go from general to specific in a hierarchy. They provide active learning and serve as a springboard for organizing thoughts to be able to make decisions about how to research a certain topic. 26 -ERIC_NO- ED409361
-TITLE- Immediate Data: The World Wide Web as a Resource for Teaching Research Methods.
-AUTHOR- Pachnowski, Lynne M.; And Others
-ABSTRACT- The World Wide Web provides a convenient source of databases and examples of survey resources for those who teach research methods. For example, lottery numbers as sources of data, demographic-based search engines, and surveys and their results can be found on the World Wide Web. These can stimulate discussion and lead to student analyses completed with immediate data. This paper presents some examples of these sources and offers suggestions for their applications in the classroom. The site for the Texas Lotto provides an excellent source of randomly selected raw data and materials for discussion of frequency tables for statistics students. U.S. Census Bureau data are very useful for teaching purposes, as are search engines yielding selected populations. Survey construction can be studied through sites such as that of the Louis Harris Poll or the site for the Wilmington Institute: Trial and Settlement Sciences. The advantages of Web-based databases for teaching include the immediacy of data and the attraction of the format for students. Fifteen resources are listed. (Author/SLD) 27 -ERIC NO - ED286467
-TITLE - Meeting the Challenge: Computers and Higher Order Thinking. A Research Agenda.
- AUTHOR - Patterson, Janice H. and Marshall S. Smith
-ABSTRACT - This report presents a national agenda for research on the learning of thinking skills via computer technology which was developed at a National Academy of Sciences conference on educational, methodological, and practical issues involved in the use of computers to promote complex thought in grades K-12. 28 - TITLE - A Model for Effective Teaching and Learning in Research Methods.
- AUTHOR - Poindexter, Paula M.
- JOURNAL CITATION - Journalism and Mass Communication Educator; v52 n4 p24-36 Winter 1998
- ABSTRACT - A teaching model for making research relevant is presented that has produced effective learning, successful goal achievement, non-quantifiable benefits and rewarding teaching. A case study of this teaching model is offered using advertising and public relations classes from the University of Texas at Austin. 29 - TITLE - Where do Ideas for Students Come From?
- AUTHOR - Pushkin, David B.
- JOURNAL CITATION - Journal of College Science Teaching
- ABSTRACT - Students have their own understanding of concepts and their own perspective of how to apply concepts to a lab investigation. The application of critical thinking in the lab and the cognitive foundations for lab learning are discussed. 30 ERIC - EJ451887
- TITLE - Library Orientation and Instruction
- AUTHOR - Radner, Hannelore B.
- JOURNAL CITATION - Reference Services Review
- ABSTRACT - This 196-item annotated bibliography lists materials published in 1991 that deal with information literacy, including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information, in all library settings.
31 -TITLE - Science and Young Children: The Message from the National Science Education Standards.
- AUTHOR - Rakow, Steven J., Michael J. Bell
- JOURNAL CITATION - Childhood Education; v74 n3 p164-167 Spring 1998
- ABSTRACT - The "National Science Education Standards" offers a foundation for teachers to create experiences for young children that will promote inquiry, wonder and understanding.
Synthesis - The National Research Council released the National Science Education Standards (1995) suggesting:
                    1. Student-centered classrooms
                    2. Students as active inquirers
                    3. Science experiences rooted in daily life
                    4. Teacher as facilitator of group activities
                    5. Students should learn science through active engagement in scientific activities.
                    6. Students should seek answers to their own questions. 32 -ERIC_NO- EJ476647
-TITLE- The Concept Map as a Tool for the Collaborative Construction of Knowledge: A Microanalysis of High School Physics Students.
-AUTHOR- Roth, Wolff-Michael; Roychoudhury, Anita
-ABSTRACT- Among the conclusions from an microanalysis of 29 high school physics student's concept mapping behaviors were that concept maps lead to sustained discourse on the topic and improved declarative knowledge. On the negative side, concept maps let scientifically incorrect notions become ingrained and go unchallenged. (PR) 41 -TITLE - The Creativity Research Handbook
- AUTHOR - Mark A. Runco
- PUBLISHER, YEAR - Hampton Press, 1997, ISBN 1-881303-73-X 33 -ERIC_NO- EJ543511
-TITLE- Using "Household Chemistry Projects" To Develop Research Skills and To Teach Scientific Writing.
-AUTHOR- Schmidt, Michael H.
-JOURNAL_CITATION- Journal of Chemical Education; v74 n4 p393-95 Apr 1997
-ABSTRACT- Describes a project that was designed to teach scientific writing but also proved to be useful in teaching general research skills. Involves students designing and conducting their own research projects using common household chemicals and equipment available in their homes. Discusses project structure, pedagogy, and outcomes. (JRH) 34 - TITLE - The Creative Edge.
- AUTHOR - Smith, Maureen M.
- JOURNAL CITATION - Electronic Learning; v15 n6 p46-52 May/Jun 1996
- ABSTRACT - Computers and technology are increasingly becoming facilitators to creativity that can inspire students to experiment in ways that surprise them. Some ways technology can help foster thinking skills, imagination, and open-ended problem solving are discussed. 35 -TITLE - Problems as Possibilities: Problem-Based Learning for K-12 Education
-AUTHOR - Torp, Linda and Sara Sage
- PUBLISHER, YEAR - Association for Supervision and Curriculum Development, 1998, ISBN 0871202972
- ABSTRACT - Whether thinking about the universe, the ambiguities of life, or the wonders of learning - educators realize that the whole is so much more than any collection of parts. As they work with learners of all ages, they constantly strive to create experiences that are holistic and connected. Ones that enable students to tackle the complexities facing us as citizens in a global community, as well as in everyday situations. Ones that reveal a need to be open-minded and adaptable. Ones that consider the interrelatedness of systems, both natural and contrived. (first paragraph)
- SYNTHESIS - Problem -based learning is defined as, "focused, experiential learning (minds-on, hands-on) organized around the investigation and resolution of messy, real-world problems" (14). Students become the "owner" of the problem and the designer of the investigative process (13). Authors suggest that problem-based learning can be divided into "problem design" and "problem implementation" (17). Five steps or phases are included in those two parts: 1) select a revelant problem of value; 2) develop the problem-based learning adventure; 3) build the teaching and learning template; 4) coach critical teaching and learning events; 5) periodic assessments and appropriate instruction (17). Authors suggest several characteristics of problem-based learning (20-21). Benefits of problem-based learning are noted as: increased motivation, real-world relevancy, higher-order thinking, metacognitive skills, and authenticity (21-23). 36 - ED415906
-TITLE - Cruising Through Research: Library Skills for Young Adults
- AUTHOR - Volkman, John D.
- ABSTRACT - This book presents an approach for school librarians to use to introduce basic research tools to students in grades 7-12. 37 - TITLE - Independent Student Research.
- AUTHOR - Wetzel, David.
- JOURNAL CITATION - The Science Teacher; v64 n9 p40-43 Dec 1997
- ABSTRACT - Independent scientific research helps students develop minds-on science skills. The objectives of independent research and the higher order inquiry skills that such research fosters are outlined.
38 -ERIC_NO- EJ474445
-TITLE- Bridge Building.
-AUTHOR- Whitman, Mark W.; Moon, Sidney M.
-JOURNAL_CITATION- Gifted Child Today (GCT); v16 n5 p47-50 Sep-Oct 1993
-ABSTRACT- An inquiry-based high school science class was developed to create a learning environment that would facilitate the development of scientific talent in students in a comprehensive high school. The class was designed to motivate students to pursue a sophisticated, substantial, independent scientific investigation over 2-3 years. (JDD)

-ERIC NO - ED 362215
- TITLE - Thoughts, Feelings and Actions: Integrating Domains in Library Instruction
- AUTHOR - Zahner, Jane E.
- ABSTRACT - A framework is presented for library instruction that integrates learning in the cognitive and affective domains. A study is reported that supports such a framework. Central to this instruction is the use of an overall strategy called FOCUS, FORMAT, FIND and EVALUATE. The study compared the effects of two methods of academic library instruction on research process orientation; library anxiety; student performance on a task involving researching and compiling a bibliography, paper topic, and title; perceptions of the usefulness of the instructional sections; and attitudes about library instruction in general. The traditional instruction was research oriented and consisted of lectures and demonstrations. The cognitive-strategies instruction was process-oriented, emphasizing the research process itself rather than the use of specific sources. Subjects were 190 undergraduates in an English composition class. Pretests, posttests, and a survey with open-ended questions collected information. Results support the use of a domain-integrated process-oriented approach to academic library instruction. The cognitive strategies group showed greater improvement in research process orientation, more reduction in library anxiety, and most positive general attitudes about library instruction than did the traditional group. One table summarizes results of the study hypothesis testing.

Internet Sites Relating to Science Fair Projects

http://coe2.tsuniv.edu/explorers/
Pachnowski, Newman, Jurczyk, authors of "Immediate Data: The World Wide Web as a Resource for Teaching Research Methods." This site contains the entire paper presented at the Eastern Educators Research Association, February, 1997. All recommended Web sites are hot links on this site.

http://junior.apk.net/~jurczyk/eera.html

http://sunsite.unc.edu/pub/academic/biology

http://www.halcyon.com/sciclub/

http://www.sciencefairprojects.com/

http://www.csun.edu/~lg48405/virtual/1998.html

http://www.isd77.k12.mn.us/resources/cf/welcome.html

http://www.isd77.k12.mn.us/resources/cf/SciProjInter.html

http://www.halcyon.com/sciclub/cgi-pvt/scifair/guestbook.html

http://users.massed.net/~tedrowan/primer.html

http://atlas.ksc.nasa.gov/education/general/scifair.html

http://www.neltec.com/scifair/

http://www.ipl.org/youth/projectguide/

http://cswww.vuse.vanderbilt.edu/~scifair/

http://www.intraweb.com/aet.htm

http://www.bcpl.lib.md.us/kidspage/sciencefair.html
- this looks like a good one

http://www.isd77.k12.mn.us/resources/cf/steps.html

http://www.imsa.edu/team/cpbl/>
    What is the Center for Problem-Based Learning?
    What is problem-based learning?
    What does problem-based learning look like in a K-12 classroom?
    Who is doing problem-based learning?
    Who can I contact to learn more?

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