SciFest Ireland - Impact Study

SciFest Ireland Impact Study

November 2021

Louisa Fox

Contents 01 Introduction .................................................................................................. 3

02 Teacher survey ............................................................................................ 5

03 Alumni survey .............................................................................................. 13

04 Interviews ....................................................................................................... 18

05 Summary and reflections ..................................................................... 21

SCIFEST IMPACT STUDY

1.IIntroduction

SciFest is a programme of science fairs for second level students across Ireland. The first SciFest events took place in 2006, and grew to other colleges nationwide in 2008.

School-based events began in 2011, as did a national event for regional winners.

International participation began in 2012.

Over 10,000 students take part in SciFest events each year via three formats: SciFest@School. This is the smallest and most local format of SciFest. A participating school will host their own SciFest event for students at their school.

Usually external judges will attend who work in STEM industry or academia in the local area. Collectively, these events engage the largest number of students of all the formats.

Whilst SciFest@School events are organised by the participating school themselves, a range of support and resources are provided by SciFest. This includes a teacher's toolkit, a representative to support with judging, and students prizes and certificates. The SciFest team also provide advice and support to organising teachers via phone and email.

SciFest@College are regional SciFest events hosted by third level colleges or universities. Students from multiple schools in the region participate and the judges are researchers and lecturers from the host institution and representatives from local industry. In addition to the student exhibitions and judging process, these events may include panel discussions and demonstrations with both academic and industry professionals.

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SciFest provides financial support to the host college as well as coordinating the online entry process and providing prizes, certificates and other 'takeaways' for the events themselves.

The National SciFest STEM fair is held annually in Dublin and organised solely by SciFest. Unlike the local and regional events which are open to all, participants must be invited to participate in the national event to celebrate their success at regional level. Like the regional events, judges comprise experts from both academia and industry and government is also often represented. In addition to a range of awards, national SciFest STEM fair participants may also have the opportunity to attend an international STEM fair event.

Commonly this is the International Science and Engineering Fair (ISEF) in the USA. Attendance at other international events include the Berlin Long Night of Science, the Hong Kong Global Youth Science and Technology Bowl and the Broadcom MASTERS International Programme.

Programme aims SciFest aims to provide an inclusive and accessible arena in which students develop an interest and enthusiasm for STEM subjects, and develop key skills such as: critical thinking and problem solving; communication and collaboration; research and analysis; and time management and organisation; through self-directed enquiry-based learning.

It aims to increase numbers of students choosing to continue studying STEM subjects at senior and third levels, but also

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to enable all students to enjoy STEM in a way that empowers them to 'lead a fulfilling personal life in an increasingly technological society and contribute to a strong 21st Century Ireland'.

Impact study In this study we explore outcomes and impacts from SciFest participation across multiple years. We developed online surveys for both teachers and alumni of SciFest events, and interviewed a sample of respondents to explore certain areas in more depth. Questions we sought to answer included:

Research questions Did students’ participation in SciFest change their attitudes to the STEM subjects?

Did students’ participation in SciFest affect their choice of senior cycle subjects and/or of their third level courses?

Did students’ participation in SciFest affect their career ambitions?

Did students’ participation in SciFest support the development of key skills such as critical thinking, collaboration, etc?

Did involvement with SciFest affect teachers’ methodologies?

Within the school, was there a change in attitudes to STEM among the staff and management?

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2. Teacher survey Survey background

Overview

We developed a teacher survey to help us understand motivations for participating in SciFest, and what outcomes teachers observe for their students, their schools and themselves. In particular we are interested in any differences or trends in relation to type of SciFest event participated in, and differences in terms of background, abilities and circumstances.

17% of respondents work at schools that are part of the 'Delivering Equality of Opportunity in Schools' (DEIS) programme.

Excluding the respondents from feepaying schools, 20% of respondents work at schools that are part of the DEIS programme. Nationally, 27% of postprimary schools are part of the DEIS programme[1][2].

Through the survey we explored the background of their SciFest participation, participant experiences of taking part in SciFest events, motivations, expectations as well as attitudes to STEM, influence on their own practice and outcomes for their students.

There is a fairly even split in the age ranges of the teachers participating in SciFest, suggesting it is valued at all levels of STEM teaching, and is not only the premise of junior teachers.

There were 283 responses to the teacher survey, representing 33% of current teacher contacts. The data was collected in October 2021. This data collection period gives longer term insight from participants than is possible from feedback during an event itself, as well as highlighting any longer term outcomes. This study also enables reflection over multiple years of engagement where relevant, exploring trends and consolidating outcomes across years.

Teacher responses

287

Ages of participating teachers

55-64 18.1%

18-24 0.9% 25-34 25.3%

45-54 24.9% 35-44 30.3%

1. Department of Education, DEIS Schools 2021-2022, https://www.gov.ie/en/policy-information/4018ea-deisdelivering-equality-of-opportunity-in-schools/#deis-schools-2021-2022 2. CSO Department of Education Statbank and Department of Education and Skills (2019) Education Indicators for Ireland, December 2020

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What does participation look like?

SciFest@College was the most commonly participated in format of SciFest, with 73% of respondents having taken part in at least one SciFest@College event. 65% of respondents had taken part in a SciFest@School event.

Respondent participation in SciFest formats 75%

50%

25%

Sc iF es t@ Sc ho ol Sc iF e N st at @ io Co na lle lS ge ciF es tS In TE te M rn fa at ir io na lI SE F ev en t

0%

Where teachers had participated in SciFest@School, 79% had been involved in organising the event/s. Teachers working at schools that are part of the DEIS programme were the most likely to have organised their own @School event, with 83% of these teachers having done so. n= 168

79%

74% of respondents from DEIS schools worked at an Education and Training Board (ETB) school, compared with 18% of non-DEIS schools.

There was no difference in participation in the National SciFest STEM fair between DEIS and non-DEIS schools.

60% of those who had participated in a SciFest@School event had also participated in a SciFest@College event, whilst 54% of those who had participated in SciFest@College had also participated in SciFest@School. 20% of those who participated in SciFest@College had attended the National SciFest STEM fair, whilst 13% of those who had participated in SciFest@School had attended the National SciFest STEM fair. This shows the value of holding regional and local events, enabling more schools to be involved in this type of experience than would otherwise be possible.

Only 14% of respondents had participated in just one SciFest event. 44% of respondents had participated in 5 or more events, with 17% having participated in 10 or more events. This suggests that once teachers become involved they value the experience highly, and this value is seen across the school staff. In particular where schools host SciFest@School events (introduced in 2011), which require buy in and support from senior leadership in addition to the organising department.

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Number of events participated in n= 263

1 2 3 4 5 6 7 8 9 10 or more 0%

5%

10%

15%

Motivations Motivations for participating in SciFest events were mostly around outcomes for students and being able to explore science topics and ways of working that the curriculum doesn't usually allow for.

Less common factors were around the teachers themselves becoming more comfortable with an enquiry-based way of working, and promoting cross-curricular working throughout their schools.

The most common factor was to give students a chance to conduct their own research projects. Independent, project based work on a topic of the students' choice was an important factor regardless of event type.

Through this way of working, teachers expected a number of impacts for students, relating both to STEM outcomes but also important factors more widely.

Encouraging students to continue studying science subjects at third level was a motivation for 82% of respondents, with

this being a strong motivator for 52%.

Encouragement to study science subjects at senior cycle was a stronger motivator, with this being a motivation for 87% of respondents, with 64% strongly motivated to participate to encourage this outcome.

Those participating in a SciFest@School event were the most highly motivated by encouraging senior cycle uptake- 70% strongly motivated by this compared with 60% of @College participants being strongly motivated by this. Other motivations were similar across all formats.

Interestingly, those who had been involved in organising a SciFest@School event were less motivated by promoting crosscurricular working at their schools than those who had not organised an @School event. Common motivations for organisers included increasing student enjoyment of science and gaining confidence and a sense of achievement. Preparation for Junior Cycle practical assessments was mentioned by a small number of these teachers.

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To what extent encouraging further study in science subjects was a motivation for participating in SciFest Senior cycle study

n= 247

Third level study

n= 246

0%

25% Not at all

Not really

50% Neutral

75% A little

100%

A lot

Expectations, outcomes and impacts 95% of respondents said their expectations of participating in SciFest were matched or exceeded. Many comments from respondents who indicated the event/s were "just as expected" stated that they were starting with high expectations and these were fulfilled. "[I] wasn't sure what to expect. But it enables so many students to be recognised and it really helps boost their confidence, both in science but also interpersonally through conversations with peers and judges"

Many comments highlighted not only the science skills students gained from participating in SciFest events, but the gain in important life skills such as confidence, communication skills and student-led learning.

This was particularly referenced for those not considered the 'top' science students academically, who were described as

developing a rare sense of achievement and enjoyment in their work. It is also noted as an opportunity for 'non-sporty' students to gain recognition at their schools.

87% of respondents said the experience had increased their students' interest in science subjects. Changes in attitudes to science were also reported at different levels of the schools, from the participating teachers themselves and their departments to an even greater extent amongst other departments and senior management at their schools.

Related to this, teachers also reported that cross curricular working had increased in many cases, for example with home economics or design and technology teachers. Some reported that attitudes or perspectives on science are changing: science is being seen as a more creative subject and less as just an academically 'hard' subject.

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Student skill improvement through participating in SciFest Teamwork and collaboration skills Problem solving skills Critical thinking skills Organisational skills

n= 238

Research skills 0% Strongly disagree

25% Disagree

50% Neutral

Agree

75%

100%

Strongly agree

Over 90% of respondents saw improvement on a range of skills from their students. No difference was seen in terms of these outcomes from participating in either the @School or @College formats. Whilst these are key skills for continuing on a scientific pathway, they are important for many pathways and careers. These skills are increasingly seen as a distinctive aspect that engaging in extra-curricular science activity can help to achieve[3], regardless of academic expectations or achievements.

Changes in attitudes to science at the schools Yes, from myself Yes, from other colleagues in my department Yes, from colleagues in other departments Yes, from senior management No Not sure 0%

10%

20%

30%

The greatest change reported is in the attitude towards science from senior management. Further comments both in relation to this question and when asked about any wider impacts referred to promotion of science at their schools. Indeed, this was the most commonly described wider impact. Generally, participating in the national event had the most influence of the different formats, whilst DEIS schools were most likely to report a change in senior management attitudes.

"We have made a concerted effort in our Science department to increase the numbers of students taking Science subjects at Senior level. Our management attended SciFest and other activities we were involved with and were amazed at how big the competition was and how much the students benefitted from it and was subsequently very supportive to us."

3. BBC Children in Need, Curiosity programme, https://www.bbcchildreninneed.co.uk/grants/curiosity/

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An increase in the numbers of students taking science subjects at senior level is also one of the most commonly reported impacts, with particular notes for increases in chemistry and physics. Some teachers reported that even students who had not taken junior level science were now choosing to study science subjects at senior level, as are students who the teachers "would not have expected" to do so.

"It has raised the interest and profile of science in the student body and I believe has been a factor in increased numbers taking science at senior level."

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"Student numbers have increased in Science Club and across all the Science subjects at Leaving Cert.

Students are very keen to get stuck into projects to try to answer their questions and solve problems."

Generally, the promotion of science throughout the schools, and establishing a positive science culture was also felt to boost school reputations and raise the profile of both the schools and students in their local communities.

In some cases this included direct involvement with parents and community members, or contact with members of professional or academic STEM communities.

There are also reports of increased numbers of students pursuing science subjects beyond senior cycle to third level.

Other wider impacts noted were an increase in interest in extra-curricular science activity more generally, such as greater uptake for school science clubs, as well as increasing interest for doing project work and increasing numbers wanting to be involved in SciFest events.

Younger students being inspired to conduct their own projects and participate in SciFest themselves as a result of seeing older students participate and the recognition of this throughout the schools was also commonly described.

Benefits were also seen for Junior Cycle students where participating in SciFest projects is described as helping for their compulsory practical classroom-based assessments (CBAs).

Enquiry-based learning is a key aspect of the Junior Cycle science curriculum, and 71% of teachers felt participating in SciFest had increased their confidence with enquiry-based methods.

56% of teachers reported participating in SciFest had influenced them to incorporate more project work in the classroom, and 64% said they felt more confident to explore new or unfamiliar science topics.

Impact on teacher practice

It increased my confidence with enquiry-based methods I have incorporated more project-based work I am more confident exploring new or unfamiliar topics

Strongly disagree

Disagree

Neutral

0% Agree

25% 50% Strongly agree

75%

100%

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Other described outcomes in the classroom include better relationships and rapport with students, a more positive classroom atmosphere as a very inclusive experience, and renewed interest and love for their subjects and jobs.

When asked what they felt were the best things about participating in SciFest, the most common answer was that it facilitates all students to engage with and enjoy science and learning.

Being open to students of all abilities and having local events that are accessible to those based all over the country was a key positive. Being a safe and friendly environment where all projects and students are valued and recognised goes further than simply removing entry requirements and geographical barriers.

Teachers really valued this genuine inclusivity and equal input from judges regardless of prior academic achievements.

"Seeing the enthusiasm of students when they finally completed their own project and the experience they received when presenting to judges. It helped build their confidence and understanding that Science regardless of performance in class was accessible to all."

"Seeing weaker kids getting taken seriously, and having their projects fairly appraised."

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In addition to being valued for the opportunities and outcomes available for those students seen as academically weaker, the SciFest events are also described by teachers as important avenues for extra-curricular recognition, reward, and skill building for students in place of sporting achievements.

Students gaining confidence, both with science but also more generally, is a consistent theme throughout. This is linked to the student-led nature of the SciFest projects, with teachers also describing students developing a sense of ownership and pride over their work.

In addition to the skills gain seen above, other benefits seen of the student-led process include interest and excitement about science topics of their choosing, having a non-threatening environment for peer learning, and taking responsibility for their work.

In addition to supporting practical assessment work at Junior Cycle, some teachers felt the project-based nature of participation assisted with Transition Year work and Leaving Certificate through understanding of the Scientific Method and experience with enquiry-based projects.

Encouragingly, no real difference in impacts is seen between those teaching at schools part of the DEIS programme compared with non-DEIS schools, suggesting the SciFest events support and are accessible regardless of existing resource or reputation.

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Challenges For teachers, the biggest challenges to participation in SciFest were around the time taken (outside class time) and the organisation involved.

"Finding time to guide the students and helping think of a project when they want to take part but cannot think of an idea themselves. A lot of time goes into working with students for example they have to be supervised in labs after school and also in computer rooms when writing up their project."

"Finding time!!! School is exceptionally busy" Aside from the time taken, including for organisation and projects management, supporting students to develop initial project ideas was the most commonly reported challenge. For some, this was also linked to trying to ensure the appropriate equipment and resources were available in order to conduct the projects, such as computers or specific lab equipment.

Supporting development of initial project ideas and questions may be an area where SciFest could potentially assist in future. For example, this could be an additional resource in the introductory pack encouraging a curious mindset through some prompt questions, and perhaps examples of previous types of project.

Gaining initial buy in and interest from both students and other staff is another

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challenge reported. In some cases, this was attributed to a lack of awareness of SciFest and for some, seen by colleagues as competing with the BT Young Scientist competition. Where students were familiar with BT Young Scientist, they could be put off applying to SciFest due to a perceived lack of ability or confidence. "the whole concept of science fairs is so foreign to students. They just don't get what it is until they're involved. Getting them involved without them having a clear idea of that is difficult. For many, they are only familiar with larger national competitions (BTYSE etc) and feel that they are not at the level to compete, so forego entering."

Challenges relating to event practicalities mostly described challenges of organising their own SciFest@School events and the logistics involved. Timings of some events close to exam periods were also mentioned, as were transport costs and the travel involved for some. Through conducting regional events as well as the SciFest@School format, SciFest have tried to minimise geographical difficulties preventing participation in SciFest. For those where this is still a challenge, SciFest should consider provision of a transport bursary scheme. This could be included in sponsorship or grant applications.

Whilst many praised the award and recognition process, including the accessibility of these, some felt this was out of reach for some students. Age category awards were suggested to enable younger students to succeed as well as those more experienced students.

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3. Alumni survey Survey background

Overview

We developed a survey for SciFest alumni to help us understand their experiences of the events, subsequent pathways taken, and whether SciFest had an influence on these, both in terms of choices made but also through skills gained and preparedness. This was distributed amongst an existing SciFest alumni network.

30% of respondents had most recently participated in a SciFest event within the last two years, whilst 20% most recently participated more than 7 years ago.

There were 49 responses to the alumni survey, representing 70% of the existing SciFest alumni network and suggesting a strong affinity and support for the programme. The data was collected in October 2021. This data collection period gives longer term insight from participants than is possible from feedback during an event itself, as well as highlighting any longer term outcomes. This study also enables reflection over multiple years of engagement where relevant, exploring trends and consolidating outcomes across years.

10% of respondents attended a fee-paying school, in comparison to a national average of 7%[4][5]. It should be noted that the small survey numbers here mean a true comparison is not possible.

75%

Respondent participation in SciFest formats

50%

25%

0% Sc iF es t@ Sc ho Sc ol iF e N st at @ io Co na lle lS ge Ci In FE te rn st at ST io EM na lI fa SE ir F pr og ra m m e

Through the survey we explored the background of their SciFest participation, experiences of taking in part in SciFest events, expectations as well as attitudes to STEM and influence on their own pathways and outcomes.

SciFest@College was the most commonly attended format, with 61% of respondents having participated in an @College event.

46% had participated in SciFest@School and 52% had attended the National SciFest STEM fair.

4. Department of Education and Skills, 2019/20, https://data.gov.ie/dataset/post-primary-schools 5. Department of Education, Statistical Bulletin July 2020

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Experiences, outcomes and impacts 95% of respondents felt participating in SciFest was a rewarding experience (84% strongly agreed). 98% found the experience better than expected (74% much better than expected).

SciFest expectations A little better than expected

2%

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"I got to travel to and see the different places where the competitions were being held.

This allowed me to network with people from around my county (Scifest@College), country (Scifest National) and around the world (ISEF)."

A little worse than expected

"I gained so much confidence. My ability to speak to the public, judges, other students grew. I was quite shy and the competition opened me up to so many possibilities."

24%

74%

n= 41

Much better than expected

Other than general enjoyment, the most common reason given for this was the opportunity to meet people with similar interests and build networks, with both peers and experts they encountered.

"Meeting other students and judges that were experts in their fields that shared interests with me."

The opportunity to explore topics and projects outside of the classroom curriculum was also valued, as was the judging process where participants found discussing their projects with expert judges rewarding. Respondents found the environment at the events supportive and respectful, which allowed them to gain confidence and develop their communication and presentation skills.

"The projects I presented at SciFest were a personal challenge - to tackle advanced material in some area of STEM, and translate my research into a tangible output.

Engaging in meaningful conversations about my research with lecturers and professors was exciting, and inspired me to pursue a PhD in STEM."

The inclusivity and accessibility of the event was also valued, as were the development of skills and the influence on their interest in STEM and pathways taken.

When considering what participants felt to be the best part of their experience with SciFest, meeting like-minded individuals and building networks is the most highly valued aspect.

Respondents described the participant-led nature of the process coupled with the supportive, inclusive nature of the events where participants felt like they were treated as equals as facilitating a growth in confidence and influence on the pathways taken.

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"My team and I were so blown away by the success of the project. The competition was so supportive and encouraging and it grew our confiden[ce] so much so. I went on to study science as it was so encouraging as a career and seeing how adults treated us and listened and understood us."

95% of respondents felt participation improved their research skills, with 91% stating an improvement in their problemsolving skills.

93% felt the experience helped improve their critical thinking skills whilst 79% felt their teamwork and collaboration skills had improved through participating in SciFest.

Participation in SciFest...

Improved my research skills Improved my problem solving skills Improved my ability to think critically Improved my teamwork and collaboration skills 0% Strongly disagree

Disagree

25% Neutral

50% Agree

75%

Strongly agree

Other skill gains mentioned included presentation and communication skills, analytical skills, using scientific methods and ability to work independently.

"As someone who grew up in rural Kerry and with parents who had no formal tertiary level education, the concept of science and technology was a foreign one going into secondary school. Even during these classes, it felt more like a bunch of facts we had to memorise for an exam rather than a living and breathing subject which had real world applications. My teacher, however, recognised I had potential and encouraged me to enter the competition. While I was initially sceptical, I was so glad I did! It truly developed my love for science!!"

100%

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Developing an interest for STEM subjects was also mentioned by respondents. This was linked to the format, inclusivity and accessibility of participating in SciFest for some, who hadn't previously viewed themselves as 'sciencey' or considered exploring these subjects further.

68% of respondents stated they had an existing interest in STEM subjects, but their participation in SciFest strengthened this. 12% stated they were undecided abut STEM subjects, and participating in SciFest increased their interest.

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Did participating in SciFest influence subject choice?

60%

40%

20%

SciFest influence on subject interest

68%

n= 41

I was already interested in STEM subjects, but my participation in SciFest strengthened this

lit tle

lo t

N ot su re N ot re al ly N ot at al l

20%

0% Ye s, a

12%

I was already interested in (STEM) subjects, and my participation in SciFest did not change this

Ye s, a

I was neutral/undecided about STEM subjects, but my participation in SciFest increased my interest

Senior level

Third level

78% studied a STEM subject at third level, with 78% of those saying participating in SciFest influenced their subject choice to some extent (26% influenced a lot). In 2017, STEM graduates made up 33% of the total graduating population in Ireland[6].

Although small numbers, the proportion of SciFest alumni studying STEM subjects at third level seems to be more than double that of the wider population.

100% of respondents studied at least one STEM subject at senior level, with 75% saying participation in SciFest influenced their choice to some extent (23% influenced a lot).

6. Department of Education, Enrolments by field of study reports, 2019, https://hea.ie/statistics-archive/

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Challenges

85% 85% of respondents currently work in or study a STEM related area, with 65% of respondents stating that SciFest influenced this decision to some extent.

Current occupations of SciFest alumni Study a nonSTEM related No current area occupation 2.5% 2.5% Work in a 10% non-STEM related area

Work in a STEM related area

35%

n= 40

50% Study a STEM related area

Comments describing this influence further mostly stated the role SciFest played in demonstrating the breadth of STEM areas and options available. Other comments related to the opportunity to experience conducting independent research and wanting to explore a chosen topic further.

Time management and having initial confidence to discuss their work were the two most commonly mentioned challenges. These were seen as positive chances for development however and also commonly mentioned as a benefit gained from participating in SciFest activities.

"The most challenging aspect about participating in SciFest was presenting my project in an understandable and comprehensible [way] to the general public, and a lesser degree, to the judges. This experience tested my abilities, however, SciFest allowed me to quickly develop these skills in a fashion that I don't think would have been possible in other similar events and competitions."

Linked to these, wider skills development and pushing outside their comfort zone were also mentioned as challenging but rewarding experiences. Other common challenges related to aspects of the projects themselves and creating the event materials.

Whilst the majority of respondents did not have any recommendations or suggestions for improving the SciFest experience, a suggestion that did emerge was the provision of more information initially, particularly for cases where the school was not familiar with the events and therefore unsure of the exact process and/or management being initially reluctant for students to take a day out from school to attend events.

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4. Interviews A random sampling method was used to select survey respondents who had indicated they were happy to be contacted for a follow up interview. We contacted every 10th teacher respondent and every 5th alumni respondent. 10 interviews were conducted altogether.

Interview findings largely reflect the comments made in the qualitative aspects of the surveys.

Teachers

All teachers interviewed stated that SciFest felt much more accessible and achievable events to participate in than other similar national events, and that everyone can get involved regardless of experience or personal contacts. Some feel that formal success for younger students has become more difficult as they see the standard at the regional fairs increasing. Creating a separate Junior level award is suggested here to maintain motivation and recognition at all levels.

Aside from success and recognition, a key factor mentioned in the accessibility of SciFest is being able to participate in local and regional events. The teachers also described the judging process for SciFest as very constructive and encouraging for students, helping them to develop and boosting confidence, rather than 'taking a hit'. They describe having external judges from colleges and industry as being valuable and giving a greater level of affirmation than students would usually be exposed to through school.

In some cases this is also seen as making a difference for students' third level study, as the participants are able to get to know both the colleges and types of courses that are available. For some, connections made can be valuable through subsequent project development or influential in further study choices made.

All the teachers described positive impacts in terms of student skill development and aspects such as confidence and interest in science. Increasing numbers of students taking science subjects at senior level is also attributed to participation in SciFest.

For one teacher working in a girls school, although still 'fighting stereotypes', a senior level physics class has now become established and numbers choosing physics are increasing. The teacher attributes the initiation for this being that a group from their school were the only girls group to bring a project in their category.

The teacher describes how initially other all-male groups at the event reinforced stereotypes and laughed at this group.

However, they won the category and the teacher describes this experience as initiating a change in preconceptions at the school surrounding girls and physics.

Another teacher describes that regular participation in SciFest has put science on the map at their school as 'something we achieve at'. They describe that this has influenced senior level subject choice but also that families are more interested in sending their children to the school because of this reputation.

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All the teachers gave examples of skills and confidence development for their students, however impacts on their own practice were less often mentioned. One teacher felt that their experiences supporting SciFest projects were beneficial for teaching the recently updated Junior Certificate curriculum with its increased emphasis on enquiry-based learning, as they felt they were a better teacher in terms of supporting an investigative mindset. Other teachers mentioned benefits in terms of their relationships with students and classroom rapport.

or guidance for developing 'good' project ideas was again mentioned. Linking senior level projects and achievements to the leaving certificate credits system for applying to college and university was desired, whilst greater advertising and awareness raising was also suggested, for example in monthly school magazines such as that of the ASTI. Linked to this, wider recognition and sharing of award winners was suggested. One teacher described that it was 'quite hard to find' the results on the SciFest website and that they should be shared more widely.

The teachers also describe that 'academically weaker' students take just as much from the experiences as the academically stronger students, although the exact nature of this may vary. For example, teachers describe the increase in confidence and skills such as communication especially valuable for those with less academic expectation and which they carry through and benefits their performance in other subjects.

Alumni

For middle-level students, specific benefits were seen to be around making connections between theory and practical science, and pushing themselves in terms of needing to defend and discuss their projects with judges.

Whilst in the minority of those interviewed, alumni that had not pursued a 'pure STEM' pathway described how they still utilise a scientific approach and skills gained during their SciFest experiences. Indeed, many felt that gaining these skills at second level gave them advantage over peers who had not participated in SciFest events and developed these skills instead during third level study.

For the highest academically achieving students, being able to explore topics without stress outside of the curriculum and develop a sense of enjoyment around the subjects was seen as a specific value.

Linked to this sense of enjoyment, the social aspects of meeting other likeminded students was another benefit described by the teachers.

In terms of improvements, more support

The majority of alumni interviewees emphasised to a greater extent the value they took and their appreciation for SciFest events in facilitating them to build networks of like-minded peers that they wouldn't otherwise get a chance to meet.

Even where the alumni described themselves as not continuing on a STEM pathway, they valued these connections.

This sentiment was echoed from the alumni who had pursued STEM pathways.

Interestingly, these alumni felt their early skill development was an even greater benefit at post-graduate level study. Postgraduate researchers have a much higher level of autonomy and independently-led

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work than during undergraduate study, and gaining experience of this through the SciFest process was seen as highly beneficial.

The opportunity to network with academic and industry leaders was also highly valued, with several alumni stating these discussions and connections influenced their choice of further level study.

Whilst some alumni described an existing interest in STEM subjects, others described this growing through SciFest participation. All alumni organically described skills development such as communication, public speaking, independent working, organisational and time management skills in addition to STEM-type skills such as problem-solving, research and analytical skills. Confidence building was also commonly reported, with several alumni appreciating the role of being treated 'like an adult' by judges and College staff in this, as well as aiding skill development. This was seen as especially important by those from schools in disadvantaged areas.

One alumnus described the role SciFest played in instigating a culture of science at their school that had not previously existed. Alumni also appreciated the chance to explore off-curriculum topics and for some this played a role in increasing their interest in pursuing a STEM pathway.

The alumni described SciFest as a platform that schools do not usually have the opportunity to participate in. The accessibility and unintimidating nature of the events were also appreciated.

Participants felt they were able to better network with industry and academic professionals and gain a better

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understanding of potential career paths compared to other similar national events.

Having multiple awards and recognition for multiple categories was valued as participants described feeling that success was an achievable expectation and their work would be rewarded, which also added to confidence and motivation.

When asked to elaborate on any improvements SciFest could make, some alumni did not have any thoughts. Others mentioned some practicalities such as the amount of space provided. Some alumni mentioned providing an initial better understanding of what was expected from a project. Another suggestion was to increase the advertising or outreach to increase the number of DEIS schools in particular that participate.

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5. Summary and reflections It is clear that both participants and supporting teachers see a range of benefits from participating in SciFest.

Student confidence is one of the most commonly seen and most highly valued, both with science but also self-confidence more generally. The most commonly reported skills developed are: Organisation and project management Communication and presentation Research and analysis Problem solving and critical thinking Independent working Collaboration and teamwork are seen to a lesser extent- indeed many alumni interviewed had developed individual projects.

Influence on attitudes to science and senior level subject choices are also reported, with teachers describing an increase in senior level science subjects uptake. Where alumni described an influence on third level choices, this was usually in specific subjects chosen, rather than the decision to study at third level itself.

Another area highlighted was the accessibility and inclusivity which was appreciated by both staff and alumni. This was multi-faceted and included practicalities such as location and application processes as well as aspects such as feeling valued and being able to develop regardless of background or prior academic achievements.

An area where benefits were not seen to the same extent was influence on

teachers' methodologies in the classroom, although some positive influences were seen for example in teacher confidence with enquiry-based methods.

Supporting enquiry-based learning is especially important for Junior level science, where the curriculum is based around this approach. From our evaluation of the 'Improving Gender Balance Ireland' (IGBI) programme, which sought to overcome stereotypes and unconscious bias in the classroom partly through enquiry-based pedagogy CPD sessions with teachers, we saw how an increase in confidence in these methods and adopting a more investigative teaching approach meant teachers felt more able to get students more engaged with science and make science more exciting and easier to understand.

Teachers in the IGBI programme also stated that enquiry-based methods were something not usually covered in CPD programmes, so we suggest being able to build confidence with this approach in other ways such as through supporting SciFest projects is important.

Although not a challenge unique to SciFest participation, the (extra-curricular) time taken to support students and attend the events was the most difficult and challenging aspect for teachers.

Supporting initial project idea development was also a challenge, and this was compounded by ensuring availability of suitable resources and equipment for some.

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For alumni, project idea development was a challenge, often described as being unsure of expectations or what would make a 'good' project. Time management and finding the initial confidence to present their work were seen as some of the biggest challenges. Pushing out of their comfort zone more generally was also seen as a challenging experience, but these challenges were also appreciated as facilitating personal development.

Suggestions from both teachers and alumni for areas of improvement centre around the provision of more information.

This was firstly for new participants, in order to better understand expectations and aid in project design. Respondents also suggested advertising the events and celebrating them more widely, both to raise awareness and participation amongst an even wider pool of schools, and to build the recognition of successful SciFest award winners and the gravity of the event itself.

Recommendations

We recommend development of an integrated teacher CPD package for supporting enquiry-based learning and project development. This could also act as a tool for recruiting school participation, either for teachers themselves who may be less confident with these methods, or as an incentive for senior management, given the enquiry-based nature of the current Junior curriculum.

We suggest there should be CPD covering how to set up and run a SciFest@School event. In addition, specific CPD should be targeted for DEIS schools in order to support disadvantaged students as well as boost their participation in SciFest events.

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This should cover enquiry-based learning for STEM careers as well as an emphasis on STEM for citizenship.

We also recommend more emphasis on a celebration and media campaign, especially focused on SciFest@School and SciFest@College events which have the most influence and impact on equity, diversity and inclusion (EDI) of student engagement with STEM. The diversity of project areas and themes should also be celebrated, highlighting areas such as Psychology or social science topics, to encourage those who may be less interested in traditional physical science projects and to raise awareness of different STEM subjects and pathways.

A sponsored bursary or similar should be implemented for both SciFest@College and the National SciFest STEM fair events where necessary to increase the accessibility and inclusion further for those for whom travelling to an event may be prohibitive.

For SciFest@College events in particular, greater emphasis or facilitation around building inter-school student networks, given the high value placed on this by alumni who developed their own connections through SciFest participation.

SciFest should also consider an extra award category for the younger students to ensure the inclusive feeling of being able to achieve continues for all participants.

We suggest SciFest create themed categories linked to the future challenges of 21st Century Ireland. These could be linked to the Challenges identified by Science Foundation Ireland[7] and would help address the challenges participants encounter in coming up with project ideas.

7. Science Foundation Ireland, https://www.sfi.ie/challenges/