What Science Fairs Reveal About STEM Learning

Science fairs have long been promoted as valuable platforms for fostering authentic science learning. With current standards emphasizing active engagement in Science and Engineering Practices (SEPs), there is a growing need to examine how science fairs support students’ development in these areas. This pilot study investigated the learning outcomes of 166 students (grades 6–12) who participated in a statewide science and engineering fair. Using a retrospective pretest–posttest correlational design, the study assessed students’ growth in their perceived understanding of SEPs and their perceived engagement in STEM-related behaviors outside the classroom. Results from paired-samples t-tests indicated that both middle and high school students demonstrated significant gains in these two domains based on their self-reports. Multiple regression analyses further revealed that high school students’ gains in both perceived outcomes were positively associated with self-challenge and community-based motivations and negatively associated with teacher- or parent-initiated participation. In contrast, different yet comparable patterns emerged for middle school students. Together, these findings suggest that Self-Determination Theory should more intentionally incorporate developmental nuance when applied to K–12 STEM contexts, particularly with respect to how autonomy support functions across grade levels. Implications for policy, practice, and future research are discussed.