Science fairs have a long history in the United States and internationally. Their implementation varies greatly (Kook et al, 2020), yet few empirical studies have examined the outcomes of these experiences for student learning. Research indicates that authentic scientific inquiry that focus on students' agency in investigations can contribute to students learning (e.g., Houseal, Abd‐El‐Khalick, and Destefano, 2014). However, teachers have been challenged with implementing inquiry‐based investigations (e.g., Anderson, 2007; Harris & Rooks, 2010). As new science standards increase the demand for science investigations in classrooms that afford students opportunities to engage with science and engineering practices (SEPs; NGSS Lead States, 2013), research is needed to understand the role of teachers and how these experiences can contribute to student learning. In this article, we describe the results of a national study that included data from 21 middle school science fairs. Data included observations of 20 science fairs, pre and postscience fair assessment data from 343 sixth grade students, and interviews or focus groups with 131 students, 122 teachers, 16 administrators, and 29 science fair judges. These data enabled the exploration of features of science fairs, including opportunities for students to engage in SEPs and the teachers support for SEPs through the science fair investigations. Findings reveal that science fair implementation varies considerably across schools. HLM analysis indicates that teachers' support for critiquing practices, particularly when it included students' engagement in evaluating the work of their peers, are positively associated with students understandings of SEPs. Qualitative findings highlight the ways in which teachers structured students' experiences and supported their enactment of SEPs as they conducted their science fair investigations.

中文翻译：

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考察支持学生对科学和工程实践理解的科学博览会的功能

科学博览会在美国和国际上都有悠久的历史。它们的实现方式差异很大（Kook等，2020），但是很少有实证研究检查这些经验对学生学习的结果。研究表明，在调查中注重学生代理的真实科学探究可以促进学生学习（例如，Houseal，Abd-El-Khalick和Destefano，2014年）。但是，教师在实施基于探究的调查方面面临挑战（例如，安德森，2007年；哈里斯与鲁克斯，2010年）。随着新的科学标准对教室中进行科学调查的需求不断增加，使学生有机会参与科学和工程实践（SEPs； NGSS领先国家，2013年），需要进行研究以了解教师的角色以及这些经验如何有助于学生学习。在本文中，我们描述了一项全国性研究的结果，其中包括来自21个中学科学博览会的数据。数据包括对20场Science Fair的观察，来自343位六年级学生的Science Fair评估前后的数据以及与131名学生，122位教师，16位管理者和29位Science Fair法官的访谈或焦点小组。这些数据使人们可以探索Science Fair的功能，包括为学生提供参加SEP的机会，以及教师通过Science Fair调查对SEP的支持。调查结果表明，各学校之间实施科学竞赛的情况差异很大。HLM分析表明，教师支持批评实践，特别是当它包括学生参与评估其同伴的工作时，与学生对SEP的理解成正相关。定性研究结果突显了教师在进行科学竞赛调查时如何构造学生的体验并支持他们制定SEP的方式。