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The influence of globalization and student participation in science fairs on 21st-century skill development, school leadership, instructional practices, and female students’ interest in science, ...

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The influence of globalization and student participation in science fairs on 21st-century skill development, school leadership, instructional practices, and female students’ interest in science, ...

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Content Running head: SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 1
THE INFLUENCE OF GLOBALIZATION AND STUDENT PARTICIPATION IN SCIENCE

FAIRS ON 21ST-CENTURY SKILL DEVELOPMENT, SCHOOL LEADERSHIP,
INSTRUCTIONAL PRACTICES, AND FEMALE STUDENTS’ INTEREST IN
SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS COURSES
IN SECONDARY SCHOOLS IN IRELAND
by
Jonathan Blackmore
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2019
Copyright 2019 Jonathan Blackmore
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 2
Dedication
This dissertation is dedicated to my wife Corinne for her constant love and encourage-
ment. Her unfailing support of my dreams and aspirations amazes me. She has changed me for
the better. Additionally, I dedicate this work to my children: Nicholas, Elizabeth, and Catherine.
They inspire me and give me hope. It is my wish that my example will encourage them to reach
for the stars and to achieve their dreams. My parents, David and Valerie Blackmore, have always
supported me and pushed me to work hard and never give up. Finally, I would like to thank my
extended family and friends. Their support has provided me with motivation and drive. This
accomplishment would not have been possible without them.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 3
Acknowledgments
It is my great honor to thank and recognize those individuals who have supported me
throughout the doctoral program at USC, as well as throughout the dissertation writing process.
During my career, I have been privileged to work with great leaders who have challenged and
inspired me. Dr. Richard Sheehan, Dr. Greg Franklin, Mr. Richard Bray, and Dr. Peter Gorman
have been my mentors and friends. I would not be here without them. I am grateful for all of my
friends and colleagues in the Covina-Valley Unified School District and the Tustin Unified
School District. Any success that I have achieved is a reflection of the amazing teams of which I
have been a part. I would like to thank Mrs. Margie Sepulveda for being a great friend, a great
role model, and a great mentor.
I thank Dr. Michael Escalante, my dissertation chair, for including me in this wonderful
journey. His vision and tireless effort made our dream become a reality. Completing the work
for this degree would not have been possible without him. He opened the doors for us to have
amazing experiences in Ireland. I especially appreciate the support and behind-the-scenes work
of George and Sheila Porter.
I would like to thank the dissertation committee: Dr. Rudy Castruita, Dr. Michele Doll,
Dr. John Garcia, and Dr. Chuck Hinman. Their thoughtful insights helped me to grow as an
educational leader. I would also like to thank the members of the Rossier School of Education,
particularly Dr. Artineh Samkian for her sage advice, wisdom, and patience. I am grateful to my
dissertation editor, Phyllis Parmet, for her assistance and advice.
I acknowledge and thank the members of the Executive Cohort, Class of 2019: Cheryl,
Chris D., Chris H., Diana, Jason, Jennifer, Joshua, Marc, Raquel, Roger, Veronica, Vivian, and
Wayne. An extra thank you goes to the cohort members from Covina-Valley, Elizabeth
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 4
Eminhizer and Robert McEntire. I cherish the bonds created and the friendships formed. Ireland
was an amazing adventure and one I will never forget. Although our program is ending, this is
just one stop on our journey. I look forward to great things.
Finally, and most importantly, I thank my family for their support, encouragement, and
understanding that have allowed me to achieve this goal and this dream. They are my motivation
and inspiration. I hope they know that they have the power to change lives, for they have
changed mine.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 5
Table of Contents
Dedication 2
Acknowledgments 3
List of Tables 8
List of Figures 10
Abstract 11
Chapter One: Overview of the Study 13
Statement of the Problem 14
Purpose of the Study 14
Research Questions 15
Theoretical Frameworks 15
Significance of the Study 16
Limitations of the Study 17
Delimitations of the Study 17
Assumptions of the Study 18
Definition of Terms 18
Organization of the Dissertation 21
Chapter Two: Review of the Literature 23
Globalization 24
History of Globalization 24
Flattening Phenomenon 25
Impact of Globalization 27
Ireland 29
Overview 29
Historical Timeline of Ireland 30
Economic History 33
MNCs and FDI 35
Education in Ireland 36
Government and the Church 36
The Church’s Expanding Role 37
Educational Policies in Ireland 38
Current Educational System 42
21st-Century Skills, STEM, and PBL 44
Science and Technology Fairs 49
Leadership 50
Gender 53
Theoretical Frameworks 54
Chapter Three: Research Methodology 56
Research Design 59
Research Team 62
Population and Sample 63
Educators and Students 64
Business and Industry Leaders 65
Political Leaders and Educational Policymakers 65
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 6
Instrumentation 65
Interview Protocols 66
Observation Protocols 68
Survey Protocols 70
Data Collection 71
Data Analysis 73
Validity, Credibility and Trustworthiness 74
Reliability 75
Ethical Considerations 75
Chapter Summary 76
Chapter Four: Results 77
Study School 79
Research Design 79
Study Participants 80
Findings for Research Question 1 81
Theme 1: Variance in Perception Among Stakeholders Regarding Whether or
Not Participation in SciFest Helped to Prepare Students for State
Examinations 83
Theme 2: Perception That Teachers and School Leaders Employ Strategies to
Encourage Participation in SciFest 95
Findings for Research Question 2 99
Theme 1: Perception Among Stakeholder Groups That SciFest Activities Were
Not Fully Aligned With State Examinations 99
Theme 2: Perception Among Stakeholder Groups That School Leadership Had
Effectively Created and Communicated a Shared Vision for the
Implementation of SciFest 110
Findings for Research Question 3 114
Theme 1: Perception Among Female Students That Participation in SciFest
Increased Their Confidence in STEM-Related Subjects 115
Theme 2: Perception Among School Leaders, Female Students, and Business
Leaders and Educational Policymakers That Access to Female Role Models
Increases the Number of Female Students in STEM-Related Subjects 131
Findings for Research Question 4 135
Theme 1: Perception Among stakeholders That SciFest Develops 21st-Century
Skills in Students 136
Theme 2: Perception Among Stakeholders That SciFest Provides an Overall
Educational Benefit to Students 147
Theme 3: Perception Among Stakeholders That MNCs’ Partnership Was an
Important Part of SciFest 151
Chapter Summary 154
Chapter Five: Summary, Implications, Recommendations, and Conclusions 158
Summary of Findings 161
Findings for Research Question 161
Findings for Research Question 2 162
Findings for Research Question 3 164
Findings for Research Question 4 166
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 7
Practical Implications 168
Recommendations for Future Research 172
Conclusions 174
References 175
Appendices
Appendix A: Recruitment Letter to Principal 184
Appendix B: Political Leader/Educational Policy Maker Interview Protocol 185
Appendix C: Business and Industry (MNCs) Interview Protocol 187
Appendix D: School Leader Interview Protocol 189
Appendix E: Teacher Interview Protocol 191
Appendix F: Student/Parent Interview Protocol 193
Appendix G: Classroom Observation Protocol 195
Appendix H: SciFest Observation Protocol 198
Appendix I: Survey Protocol for School Administrator or Teacher 201
Appendix J: Survey Protocol for Political Leader, Business Leader, or Policy
Maker 205
Appendix K: Survey Protocol for Parent of Senior Cycle Student 209
Appendix L: Survey Protocol for Student Participation in SciFest 213
Appendix M: Information/Fact Sheet for Exempt Research 217
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 8
List of Tables
Table 1: Alignment of Interview Protocols to Research Questions (RQs) and
Theoretical Frameworks 68
Table 2: Alignment of Survey Protocols to Research Questions (RQs) and
Theoretical Frameworks 71
Table 3: Summary of Participants, Their Organization/Position, and Data Types 82
Table 4: Responses Indicating That Teachers and School Leaders Perceived That
Students’ Participation in Science Competitions Supported Students’
Success on State Examinations: Southern Ireland Community School
(SICS) and All Teachers and School Leaders 85
Table 5: Responses Indicating Parents’ Perceptions Regarding Whether Participation
in Science Competitions Supports Students’ Success on State Examina-
tions: Southern Ireland Community School (SICS) Parents and All Parents 87
Table 6: Responses Indicating Business Leaders and Education and Government
Policymakers’ Perceptions Regarding Whether Participation in Science
Competitions Supports Students’ Success on State Examinations 89
Table 7: Responses Indicating Students’ Perceptions Regarding Whether or Not
Participation in Science Competitions Supports Students’ Success on
State Examinations: Southern Ireland Community School (SICS) and
All Students 91
Table 8: Responses Indicating Teachers’ and School Leaders’ Perceptions Regarding
How School Leadership Has Influenced Participation in SciFest: Southern
Ireland Community School (SICS) and All Teachers and School Leaders 101
Table 9: Responses Indicating Students’ Perceptions on How School Leadership Has
Influenced Participation in SciFest: Southern Ireland Community School
(SICS) and All Students 103
Table 10: Responses Indicating Parents’ Perceptions on How School Leadership Has
Influenced Participation in SciFest: Southern Ireland Community School
(SICS) Parents and All Parents 105
Table 11: Responses Indicating Business Leaders’ and Education and Government
Policymakers’ Perceptions on How School Leadership Influences
Participation in SciFest 107
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 9
Table 12: Responses Indicating Teachers’ and School Leaders’ Perceptions Regarding
How Participation in SciFest Has Influenced Female Students’ Interest
in Enrolling in Senior-Level STEM Courses: Southern Ireland Com-
munity School (SICS) and All Teachers and School Leaders 117
Table 13: Responses Indicating Parents’ Perceptions on How in SciFest: Southern Ireland
Community School (SICS) Parents and All Parents 120
Table 14: Responses Indicating Business Leaders’ and Education and Government
Policymakers’ Perceptions on How Participation in SciFest Has Influenced
Female Students’ Interest in Enrolling in Senior-Level and Third-Level
STEM Courses 123
Table 15: Responses Indicating Students’ Perceptions on How Participation in SciFest
Has Influenced Female Students’ Interest in Enrolling in Senior-Level and
Third-Level STEM Courses: Southern Ireland Community School (SICS)
and All Students 126
Table 16: Responses Indicating Teachers’ and School Leaders’ Perceptions Regarding
the Value of Students’ Participation in SciFest: Southern Ireland Com-
munity School (SICS) and All Teachers and School Leaders 138
Table 17: Responses Indicating Students’ Perceptions Regarding the Value of Participa-
tion in SciFest: Southern Ireland Community School (SICS) and All
Students 140
Table 18: Responses Indicating Parents’ Perceptions Regarding the Values of Students’
Participation in SciFest: Southern Ireland Community School (SICS)
Parents and All Parents 142
Table 19: Responses Indicating Business Leaders’ and Education and Government
Policymakers’ Perceptions Regarding the Value of Students’ Participation
in SciFest 144
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 10
List of Figures
Figure 1: Diagram of theoretical frameworks for leadership and educational reform,
globalization of education, growth of 21st-century skills, gender in
education, and STEM 55
Figure 2: Framework for 21st-century student outcomes and support systems 57
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 11
Abstract
During its recent history, Ireland has seen dramatic changes in its economy due to the
influence of globalization, the presence of multinational corporations (MNCs), and foreign direct
investment. These changes were brought about due to changes in economic policies. One result
of the shifting economy is a need for Ireland to produce workers who are prepared and have the
necessary skills to contribute to a knowledge-based global economy. As a result, the Irish edu-
cational system had to make changes to its policies and practices in order to produce workers
with these skills. Educational policymakers placed a greater emphasis on the development of
21st-century skills; inquiry-based learning; and access to science, technology, engineering, and
mathematics (STEM) programs. An offshoot of this emphasis on STEM education has been the
growth and expansion of science and technology fairs within the secondary school system.
While the educational system has made changes to address the broader economic needs of the
country, changes were not made to the state examinations, particularly the Leaving Certificate
Examinations. There is a perceived conflict regarding engagement in extracurricular and
co-curricular programs, such as science and technology fairs, and preparation for the state exami-
nations.
The purpose of this study was to examine how schools engage in science and technology
fairs while preparing students for state examinations, how school leadership influences participa-
tion in science and technology fairs, how participation in science and technology fairs influences
female students’ interest in enrolling in senior- and third-level STEM courses, and what percep-
tions teachers, principals, parents, students, civic leaders, college/university professors, and
MNCs have regarding the value of students’ participation in science and technology fairs.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 12
The principal findings of this mixed-methods study were that there was a variance in
perception among stakeholder groups as to whether science/technology fairs are preparing
students to succeed on state examinations, that school leadership has had an impact on the suc-
cessful implementation of science and technology fairs, that science and technology fairs build
confidence in female students regarding STEM education, and that MNCs are an important
partner in science and technology fairs.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 13
Chapter One: Overview of the Study
In response to globalization, foreign direct investment (FDI) and an increased presence of
multinational corporations (MNCs) in the Irish economy, the Irish educational system has at-
tempted through policy and practice to increase students’ preparation for careers in science,
technology, engineering, and mathematics (STEM) fields. In 2017, the Department of Education
and Skills (DES) published a comprehensive STEM education policy document (Ireland DES,
2017b). The purpose of this policy document was to provide a roadmap for the incorporation of
21st-century skills at all levels of primary and secondary education. Historically, students in the
Senior Cycle, the final 2 or 3 years of secondary coursework, focused their time on preparing for
the Leaving Certificate Examination. Although participation in STEM and project-based learn-
ing (PBL) activities may better prepare students for STEM-related coursework in college and a
career in STEM fields, there is significant political pressure for the school and student to take and
perform well on the Leaving Certificate Examination (O’Reilly, 2012). Despite the political
pressure brought about by performance on the Leaving Certificate Examination, there has been
an overall increase in student participation in science and technology fairs and competitions, such
as SciFest. The science and technology fairs and competitions are providing students with
opportunities to participate in STEM and PBL educational and instructional experiences prior to
the completion of their Senior Cycle. Participation in the science and technology fairs and
competitions may also increase female students’ interest in participating in STEM coursework in
college and seeking STEM-related careers. School principals and volunteer teachers are actively
providing inquiry-based learning (IBL) opportunities through science and technology fairs and
competitions. Wagner (2008) defined 21st-century skills as critical thinking, collaboration,
adaptability, initiative, effective oral and written communication skills, the ability to access and
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 14
analyze information, and curiosity and imagination. The Irish educational system should con-
tinue to provide increased opportunities to develop 21st-century skills through participation in
STEM, PBL, and IBL opportunities.
Statement of the Problem
Friedman, as cited in Bricklin (2000), defined globalization as
the interweaving of markets, technology, information systems, and telecommunications
systems in a way that is shrinking the world from a size medium to a size small and
enabling us to reach around the world farther, faster, deeper, and cheaper than ever
before, and enabling the world to reach into each of us farther, faster, deeper, cheaper
than ever before. (para. 4)
Technology is driving globalization and making the world much more connected. In the 1990s,
Ireland experienced a period of rapid economic growth, FDI, and an increased presence of
MNCs. This period was called the Celtic Tiger; and while it brought about a positive shift in the
industry, it also brought about increased challenges. In particular, in order to continue to attract
FDI and MNCs, Ireland must produce an educated workforce that has developed 21st-century
skills. The educational system may accomplish this goal through increasing participation in
STEM, PBL, and IBL (O’Hagan & Newman, 2014). Participation in science and technology
fairs and competitions, such as SciFest, provides students with the opportunity to develop 21st-
century skills and be better prepared to compete in a global workforce that values the ability to
communicate, think critically, collaborate, and demonstrate creativity.
Purpose of the Study
The purpose of this study was to understand the influence of globalization and educa-
tional policy on the development of 21st-century skills through implementation of STEM
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 15
education and inquiry-based instructional practices, such as PBL, as well as students’ participa-
tion in science competitions. The study examined how participation in SciFest has prepared
students for the Leaving Certificate Examination and has influences school leadership practices,
female students’ interest in STEM courses, and stakeholders’ perceptions of its value.
Research Questions
Four research questions guided the study:
1. How do schools engage in SciFest while preparing students for the Leaving Certifi-
cate Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling in
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/uni-
versity professors and MNCs have regarding the value of student participation in SciFest?
Theoretical Frameworks
The following frameworks were selected to provide insight and focus for the study: (a)
Acker’s (1987) feminist theory, (b) Bolman and Deal’s (2013) four frames of organizational
leadership, (c) Friedman’s (2007) framework of globalization, (d) Slough and Milam’s (2013)
design principles for PBL and STEM, (e) Spring’s (2015) world educational culture, and (f)
Wagner’s (2008) survival skills for the 21st century. Insight and focus included analysis of the
data and finding themes within the collected data. Each of these frameworks was used to gain
greater insight with respect to understanding the role of science and technology fairs in Ireland
and their outcomes on students. The frameworks are further discussed and elaborated upon in
Chapter Two.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 16
Significance of the Study
Friedman (2007) found in order for countries to remain competitive in global economic
markets, they must rethink the concept of “country,” as geographic divisions are becoming less
significant at the world gets smaller. Spring (2008) theorized that to globalization as worldwide
networks, processes, and institutions affecting local education practices and policies. Educa-
tional systems must adapt to prepare nations’ future workforce to excel in a knowledge-based,
global economy. There is a tremendous need to create an educational policy that addresses
STEM instruction, PBL, and development of 21st-century skills. This study examined how Irish
schools have been using science and technology fairs and competitions to prepare students for the
21st century. In the last 30 years, Ireland has seen significant economic growth and shifts as the
country has transformed its economy by attracting FDI and MNCs. To ensure that its citizens are
prepared for the new economy and in order to continue to attract FDI and MNCs to its shores,
Ireland must examine its educational policies and practices to ensure that students participate in
STEM instructional activities, IBL, and PBL. The educational system must make a similar shift
to that of the economic world—from the traditional model of education to one that is centered on
21st-century skills and new methods of learning (Turow, 2000).
The study explored how science and technology fairs and competitions, particularly
SciFest, teach 21st-century skills through PBL activities and how science and technology fairs
and competitions have promoted participation in STEM-related coursework and STEM college
majors. The study particularly focused on the effect that participation in science and technology
competitions has had on female students’ interest in STEM-related coursework and STEM
college majors. In order for Ireland to stay competitive in the new global economy, it must make
changes in policy and practice that will promote STEM and PBL curriculum, instruction, and
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 17
national science and technology fairs to influence the development of human capital that is
equipped with 21st-century skills.
Limitations of the Study
Limitations address matters that are beyond the control of the researcher (Simon & Goes,
2011). The researchers traveled to Ireland for a period of 10 days in April 2018 to collect data to
address the research questions at schools that participate in SciFest. The depth of the data col-
lection was contingent on the degree to which the researchers had access to SciFest, MNCs, and
government and school officials. The researchers gathered significant amounts of quantitative
data from students, parents, and school leaders. The quantitative data from business leaders,
government leaders, and educational policymakers were limited. The researchers also gathered a
significant amount of qualitative data for all stakeholder groups within the study. The findings of
the study are generalizable only to schools that participate in SciFest; hence, this is a another
limitation of the study (Merriam & Tisdell, 2016). While the findings may not be generalizable
outside of SciFest schools, the researchers were able to synthesize the findings, examine the
implications of the findings, and make them applicable beyond the scope of the initial study. The
validity of the data is reliant on the chosen quantitative and qualitative instruments, as they
measured the perceptions and reality of the research subjects. The researchers used triangulation
(i.e., more than one data collection method, multiple sources of data, multiple investigators) and
examined multiple theories to increase the credibility of the study (Merriam & Tisdell, 2017).
Delimitations of the Study
Simon and Goes (2011) defined delimitations as limitations that result from specific
decisions made by the researcher. Delimitations of this study included the following:
1. Schools were selected for the study based on their participation in SciFest.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 18
2. Schools were selected for the study based on their proximity to Dublin and each
school’s willingness to participate in the study.
3. The study focused on secondary schools with no considerations of race, ethnicity,
socioeconomic status, or other demographics.
Assumptions of the Study
The following assumptions were made for this study:
1. Science and technology fairs, such as SciFest, develop 21st-century skills and
promote interest in STEM coursework and STEM college majors, particularly for female stu-
dents.
2. The interview, survey, and observation protocols provided the research team with
accurate, reliable, and valid information about the practices and beliefs of schools and leaders in
Ireland.
3. Globalization and MNCs in Ireland have created a need for institutional change in the
Irish educational system.
4. A mixed-methods, predominantly qualitative approach, with some quantitative
methodology was appropriate for this study.
Definitions of Terms
The following terms were defined for application within this study:
FDI: An investment in a business by an investor from another country where the foreign
investor has control over the company purchased (Razin & Sadka, 2007). The Organization of
Economic Co-operation and Development (OECD; 2009) defined control as owning 10% or
more of the business.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 19
Gender equity: Fairness of treatment for women and men, according to their respective
needs. This may include equal treatment or treatment that is different but which is considered
equivalent in terms of rights, benefits, obligations, and opportunities (International Labour Office
[ILO], 2007).
Globalization:
The interweaving of markets, technology, information systems, and telecommunications
systems in a way that is shrinking the world from a size medium to a size small and
enabling us to reach around the world farther, faster, deeper, and cheaper than ever
before, and enabling the world to reach into each of us farther, faster, deeper, cheaper
than ever before. (Friedman, as cited in Bricklin, 2000, para. 4)
Globalization is being driven by an increase in technology, particularly the emergence of the
Worldwide Web.
Human capital: The practical knowledge, acquired skills, and learned abilities of an
individual that make him or her potentially productive and thus equip him or her to earn income
in exchange for labor (Chanda, 2007). As the economy has evolved through globalization, the
concept of human capital has also broadened to include a greater variety of skills and traits of
capital.
IBL: The pursuit of open-ended questions, driven by questions generated by learners. The
learner poses researchable questions and pursues them through open-ended investigations. Gen-
eral inquiry abilities include posing and refining research questions, planning and managing an
investigation, and analyzing and communicating results (Edelson, Gordin, & Pea, 2009).
Junior Cycle: Built on education received at primary level, culminating with the Junior
Certificate Examination. Students usually begin this at the age of 12 or 13. The Junior
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 20
Certificate Examination is taken after 3 years of study and not before 14 years of age. It consists
of exams in English, Irish, math, and science as well as a number of chosen subjects (Citizens
Information, 2016).
Knowledge-based economy: An expression coined to describe trends in advanced econo-
mies toward greater dependence on knowledge, information, and high skill levels and the
increasing need for ready access to all of these by the business and public sectors (OECD, 2009).
Leaving Certificate: A 2-year program that culminates with exams at the completion of
Senior Cycle. The program aims to provide learners with a broad, balanced education while also
offering some specialization toward a particular career option (Donnelly, 2011).
PBL: the use of a project that often results in the emergence of various learning outcomes
in addition to the ones anticipated. The learning is dynamic as students use various processes and
methods to explore the project (Capraro, Capraro, & Morgan, 2013).
Science and technology fairs: Formal competitions that promote 21st-century skills and
IBL through a PBL approach to solving real-world problems. In Ireland, secondary students
participate in voluntary competitions that may be state sponsored or privately sponsored (SciFest,
2017).
SciFest: Technology fairs in Ireland that consist of four strands of voluntary science
competitions for secondary-level students in Ireland: local, regional, national, and international.
SciFest promotes 21st-century skills and IBL with an emphasis on STEM instructional activities
(SciFest, 2017a).
Senior Cycle: Built on the Junior Cycle and culminating with the Leaving Certificate
Examination. Students normally begin the Senior Cycle at age 15–17, the year following the
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 21
completion of the Junior Cycle or Transition Year. The Leaving Certificate Examination is taken
after 2 years of study, usually at the ages of 17–19 (Citizens’ Information, 2016).
STEM:
An interdisciplinary approach to learning where rigorous academic concepts are coupled
with real-world lessons as students apply science, technology, engineering, and mathe-
matics in contexts that make connections between school, community, work, and the
global enterprise enabling the development of STEM literacy and with it the ability to
compete in the new economy. (Tsupros, Kohler, & Hallinen, 2009, p. 29)
Twenty-first-century skills: Critical thinking, collaboration, adaptability, initiative,
effective oral and written communication skills, the ability to access and analyze information,
and curiosity and imagination (Wagner, 2008). These skills are thought to be required to be
competitive in the global workforce.
Organization of the Dissertation
This dissertation is presented in five chapters. Chapter One has provided an overview of
the study, a statement of the problem, the purpose of the study, research questions, the signifi-
cance of the study, limitations and delimitations, assumptions, and definitions of key terms.
Chapter Two provides a review of the relevant literature on the topics of globalization, a histori-
cal overview of Ireland including its economic history and a history of its educational system,
STEM education, PBL and science competitions, educational leadership, gender equity, and a
review of the relevant frameworks that guided the analysis of the data and information collected
in the study. Chapter Three describes the methods were used in the study (i.e., a mixed-methods,
predominantly qualitative approach with some quantitative methodology) and a description of the
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 22
research team, the study population and sampling methods, instrumentation, and the data collec-
tion and analysis.
Chapter Four presents the research findings from the data collection, along with the
identification of themes and a description and analysis of the data. Chapter Five summarizes the
study’s findings, identifies implications for practice, and presents recommendations for further
research.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 23
Chapter Two: Review of the Literature
The emergence of a global economy has had a far-reaching impact on business and
educational systems throughout the world. Thurow (2000) noted that
the knowledge-based economy is fundamentally transforming the role of the nation-state.
Instead of being a controller of economic events within its borders, the nation-state
increasingly has to become a platform builder to attract global economic activity to locate
within its borders. (p. 21)
Fagan (2002) referred to globalization as “a description of the widening, deepening, and
speeding up of global interconnectedness and its impact on social change and social processes on
a worldwide scale” (p. 134). The challenge for local economic systems is to adapt in order to
attract FDI and MNCs to their shores. One of the greatest magnets for FDI and MNCs is an
educational system that produces workers who are prepared to succeed in a knowledge-based
economy and who possess 21st-century skills. Spring (2008) described globalization education
as bringing about uniformity in global educational. Spring (2008) argued that local systems have
the power to resist traditional forms of education models. These systems can adapt to a model
that incorporates IBL to prepare students for the global, knowledge-based economy.
This chapter reviews the literature related to the effect of globalization through FDI and
the presence of MNCs on Ireland’s educational system. The review also includes the effect of
science fairs and technology fairs on the development of 21st-century skills and how STEM and
instructional activities using PBL affect the development of these skills. The review takes
particular note of the effect of 21st-century skills development on female students and the influ-
ence of this development on the selection of STEM-related coursework in both the Senior Cycle
and third-level education.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 24
The literature review section is divided into three main sections. The first section focuses
on globalization by examining the history of globalization, the flattening phenomena, and the
impact of globalization on Ireland. The second section examines a historical timeline of Ireland
as well as the economic history. The third section focuses on education in Ireland, including the
government and the church, the expanding role of the church, educational policies in Ireland, the
current educational system, 21st-century skills, STEM and PBL, science and technology fairs,
leadership, and gender. The chapter concludes with a review of the theoretical frameworks used
for analysis and interpretation in this study.
Globalization
History of Globalization
Globalization has had a profound impact not only on world economies but on how educa-
tional systems respond to the new economy—in particular, how educational systems prepare
citizens to be part of the new economy. Friedman (2007) described the globalization as the “flat-
tening” of the world economy. In a new, flat world, technology and collaborative economies
have created an entirely new model that drastically changed how countries, corporations, and
workers will interact. This new world will have a profound impact on world economies, politics,
and jobs. It will create new challenges such as increased competition and require not only new
skills sets but also a much more self-reliant, creative, and innovative mindset.
Friedman (2007) contended that the world has entered the third period of globalization.
The first era of globalization lasted from 1492 to 1800, beginning with Columbus’s discovery of
America and the establishment of trade between the Old World and New World. The relative
size of the world went from very large to medium, as economies could rely on goods and materi-
als that were found and/or produced in countries that were relatively great distances from one
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 25
another. The second era lasted from 1800 to 2000. The rise in industrialization as well as more
efficient and faster methods of transporting goods and materials furthered the rise of multina-
tional corporations (MNCs). These developments made the world a smaller place, despite global
economic challenges such as the Great Depression and global warfare.
Chanda (2007) noted that
the exponential growth in the exchange of goods, ideas, institutions, and people that we
see today is part of a long-term historical trend. Over the course of human history, the
desire for something better and greater has motivated people to move themselves, their
goods, and their ideas around the world. (p. 246)
This desire continues today as the world is in its third era of globalization. Technological
advances—in particular, advances in information technology—have shrunk and flattened the
world. This situation has created a new paradigm whereby both companies and individuals now
have the capability to compete on a global scale using technology and improved methods of
forecasting, communicating, and analyzing economic trends and patterns (Friedman, 2007).
Chanda referred to globalization as a phenomenon of mobile capital, trade, and technology that
has created today an instantaneously connected, interdependent world that stems from a basic
human urge to seek a more fulfilling life.
Flattening Phenomenon
According to Friedman (2007), globalization was accelerated by major political events,
innovations, and the rise of MNCs. This acceleration led to the flattening of the world (i.e., the
idea that people are more connected than ever before and that more people participate in the
global economy). Friedman identified three major flatteners: The first was the collapse of the
Berlin Wall that, in effect, ended the Cold War and tipped the balance of power across the world
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 26
toward democratic, free market-oriented governance and capitalism. This time period also
marked the rise in personal computers, which led to access to the World Wide Web (WWW) and
a more connected world. The second flattener was when Netscape went public and created the
first commercial WWW browser, which popularized the Internet and Web tools. Significantly,
this began the era of e-commerce. Investors saw the potential in new markets that were accessi-
ble to online content, including online transactions (Friedman, 2007). The third flattener was the
development of workflow software, which allowed e-commerce to explode around the globe
because the computer and the Web made earning a living possible through online creation,
dissemination, and communication. Friedman stated that this third flattener allows for a global
platform for multiple forms of collaboration. The advent of the WWW and the tools to use the
web for e-commerce created the global platform for Friedman’s next six flatteners: uploading,
outsourcing, offshoring, supply chaining, insourcing, and in-forming (Friedman, 2007). Lawlor
(2007) also identified the innovation of information technology as the driving force behind
globalization. Lawlor listed seven events that had a major impact on the speed and progression
of globalization in recent years: the rise of the personal computer; the invention of the WWW;
fiber optic cable; the creation of workflow software; open sourcing; supply chaining; and digital,
mobile, personal, and virtual movement.
Offshoring is defined as a company moving its entire operations to another country
(Friedman, 2007). Offshoring is one of the major driving forces of FDI by MNCs. As offshoring
has become more common for MNCs, competition has developed among countries with respect
to how they can attract MNCs through tax breaks, education incentives, and other subsidies
(Friedman, 2007). Technology makes it possible for MNCs to relocate their operations from one
country to another. This provides economic advantages such as labor, skills, market access,
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 27
political stability, and public subsidies (Green, 1999). Green (1999) found that MNCs and
investors are able to relocate to countries with low-wage, low-cost economies. These economies
are often found in developing nations while advanced economies focus on knowledge-intensive,
high-value-added areas of production and services.
Impact of Globalization
Goldberg and Pavcnik (2007) contended that globalization can have both positive and
negative effects on countries. The positive side of globalization is that it can ensure a country’s
interdependence, the mobilization of goods and services, and changes in policy and trade barri-
ers. These factors increase how technology, comprehension, culture, and information are shared
across nations. However, negative effects of globalization can include inequalities in the econ-
omy, skilled versus unskilled wages, and lack of compliance with labor market regulations.
Thurow (2000) found that the driving forces of the new global society are forcing governments to
invest heavily in infrastructure, education, and research and development to ensure that their
citizens have a high standard of living.
A shift to knowledge-based economies is one of the major effects of globalization. This
is due in part to dramatic developments in technological industries, as outlined by Friedman
(2007). The transition to a knowledge-based economy has shifted the power of control over a
nation’s economy from within its borders to a condition in which nations build platforms to
attract increased global economic activity (Thurow, 2000). There are identified advantages to a
globalized economy (Bhagwati, 2007). Markets become more efficient in an equilibrium
between what buyers are willing to pay for a product and what sellers are willing to sell the
product for. Efficiency may occur by outsourcing specific processes at discounted prices, which
result in lower selling prices, affordability, and increased demand. Globalization increases
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 28
competition as multiple companies compete for a share of the economy. Thus, the quality of
goods and services often improves, consumer options increase, and selling prices decrease. An
increased stabilization of world security occurs in a global economy. The interdependence of
each nation’s economy and financial health makes it less likely for those nations to attack one
another. Finally, globalization results in the equality of wealth around the world through the
development of jobs (Bhagwati, 2007).
There are identified economic drawbacks to globalization. Lawlor (2007) stated that
lower wages are linked to globalization, because companies can look for workers all over the
globe. The widening discrepancy between the rich and poor is attributed to globalization as the
wealthy take advantage of the benefits of globalization, thereby leaving the poor in a cycle of
poverty. The destruction of local industries is a causality of globalization as MNCs move entire
operations to other parts of the globe.
Tierney (2004) questioned whether globalization is little more than an elaborate vision of
how capitalists would like the world to look to maximize their profits. Globalization has to
answer the question of whether its main goal is the profitability of the business or the creation of
jobs, or is it the extension of democracy to all citizens? It may be possible that globalization is
both.
It is not as easy to determine the effect of globalization on education systems. Histori-
cally, education systems had two major demands: to prepare and generate labor or human capital
for participation in the economy and to promote national cultures and identity (Green, 1999). As
a result of globalization and the new borderless world, the concern is that nation states will lose
control or put limits on the autonomy of their education systems (Torres, 2002). Large global,
intergovernmental organizations such as the United Nations, the OECD, and the World Bank
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 29
continue to have a great effect on worldwide education These global organizations specifically
focus on education as it relates to human capital, economic development, and multiculturalism
(Spring, 2008). With regard to national identity, the concern is that cultures are slowly merging
into a single global culture based on Western ideals (Spring, 2008). As globalization raises
questions regarding the benefit to local economies and nations as a whole, there are also ques-
tions regarding globalization’s educational benefit to students and workers in the new global
economy. Spring (2008) questioned whether the globalization of education has continued to
foster privileged nations and has allowed people to retain their wealth and power, or whether the
globalization of education fostered increased opportunities for all global citizens to enter the
knowledge-based workforce.
Ireland
Overview
Ireland is an island in the North Atlantic Ocean west of Great Britain. It is the 20th
largest island in the world. The current population is over 5,000,000 people. It encompasses a
land mass of 32,595 square miles. The country is comprised of four provinces: Munster, Leinster,
Connacht, and Ulster. The four provinces contain 32 counties. Ireland is politically divided into
the Republic of Ireland, an independent nation, and Northern Ireland, which is part of the United
Kingdom (UK; Bartlett, 2010).
Northern Ireland encompasses all of Ulster province and contains six counties. Politi-
cally, Northern Ireland remains part of Britain and the United Kingdom. Since 1998, Northern
Ireland has devolved—specifically, the government within the UK has a more limited role. The
UK government and Parliament are responsible for reserved and excepted matters. Reserved
matters are comprised of policy areas (e.g., civil aviation, units of measurement, and human
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 30
genetics) that Parliament may devolve to the Northern Ireland Assembly in the future. Excepted
matters of governance (e.g., international relations, taxation, and elections) are expected never to
be considered for devolution. On all other governmental matters, the Northern Ireland Executive
together with the 108-member Northern Ireland Assembly may legislate for and govern Northern
Ireland.
The Republic of Ireland is comprised of three provinces that contain 26 of the 32 counties
of Ireland. The Republic of Ireland is a constitutional republic with a parliamentary system of
government. The Oireachtas is the bicameral national parliament composed of the President of
Ireland and the two Houses of the Oireachtas, the Seanad Éireann (Senate) and the Dáil Éireann
(House of Representatives; Bartlett, 2010).
Historical Timeline of Ireland
The first trace of human occupation of Ireland appears in the Mesolithic (Middle Stone
Age) period approximately 8000 years ago. These early inhabitants may have migrated to what is
now Ireland prior to a natural land bridge between the England and Ireland washing away. The
Neolithic period (New Stone Age), approximately 3,500 BC, saw the first evidence of agricul-
ture, which included the cultivation of crops and breeding of livestock. This period also saw the
first evidence of industrial community activity. The Irish of this period produced ax heads on a
large scale. During the Bronze Age, approximately 2,500 to 600 B.C., Ireland’s first metal
workers used the land’s rich copper deposits to craft tools and ornaments. This period also saw
the first appearance of gold to make personal ornaments and jewelry (Bartlett, 2010; Hegarty,
2012).
Around 700 B.C. there began an influx of northern European conquerors for colonization,
with the first being the Gaels, an ethnic group from Northern Europe. They invaded Ireland and
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 31
brought their own culture, but the Gaels also adapted to Irish ways. This adaptation created a
composite culture system. The period also saw the rise of the Celtic language and the formation
of the monarchial system of rule. The country was divided into approximately 100 small king-
doms that then comprised five larger groupings: Ulaid (Ulster), Midhe (Meade), Laigin (Leins-
ter), Muma (Munster), and Connacht (Bartlett, 2010; Hegarty, 2012).
Legend has it that St. Patrick converted Ireland to Christianity in 433 A.D. St. Patrick
was brought to Ireland as a slave but escaped and traveled to Gaul, where he became a Bishop.
He returned to Ireland in 432 A.D. and, from then until 465 AD, traveled throughout Ireland,
converting the Irish people to Christianity. Ireland became a center of Christianity as the Church
built houses of worship and monasteries. The Church duplicated the existing ruling structure
(i.e., local kingdoms governed by local families). Under this system, the Church unified various
religious orders and established the Irish Church. The Church benefitted from Ireland’s isolation
and was not as greatly influenced by the Roman Catholic Church as were other European coun-
tries (Bartlett, 2010; Hegarty, 2012).
The 8th century brought Viking and Norsemen invaders, who plundered the country
rather than ruling over the people. This period saw the construction of the round towers that
were used to watch over the countryside and to provide sanctuaries during the invasions. Lack of
a central ruler hindered Ireland’s defense from the invaders. The Irish were not able to consoli-
date their warriors and have a unified defense against the invaders. In 1014, High King Boru
defeated the Vikings and put an end to the period of the Viking and Norse invasion (Bartlett,
2010; Hegarty, 2012).
The Norman invasion began in the 11th century, and the Norman incursion continued
until the 13th century. In this period, the Normans conquered much of Europe and the Middle
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 32
East. The Norman conquest aligned Ireland with the Roman Catholic Church and made the Pope
the head of the church in Ireland (Bartlett, 2010; Hegarty, 2012). In the 16th century, Henry VIII,
the King of England, broke away from the Roman Catholic Church and the influence of the Pope
and declared himself the King of Ireland. The Protestant Reformation also began in Europe as
many countries rejected the influence of Rome and the Pope. In 1613, the Catholic majority in
the Irish Parliament was overthrown, subsequently beginning a period of Protestant domination
of Irish politics despite the fact that the Protestants were a minority of the Irish people. After two
Protestant-Catholic wars, the first from 1641 to 1652 and the second from 1689 to 1691, the
power remained with the Protestant minority. In 1801, English rule abolished the Irish Parlia-
ment. Irish Catholics were not again granted full rights and privileges until the Catholic Emanci-
pation was granted through the formation of the new United Kingdom. From 1845 to 1852,
Ireland experienced a blight on its potato crop. The Irish Potato Famine led to over 1,000,000
deaths and 1,000,000 people emigrating from the country (Bartlett, 2010; Hegarty, 2012).
The Irish War of Independence began in 1922 as Ireland seceded from the United King-
dom to become the Irish Free State. When hostilities ended in 1936, six northern counties, now
known as Northern Ireland, remained part of the United Kingdom. The 1960s brought the
Northern Crisis. Catholics and Protestants had violent clashes over primarily northern Irish
Catholics’ desire to be a free state. The Northern Crisis was marked by terrorist bombings and
the British Army’s significant presence in Northern Ireland. Catholic and Protestant paramilitary
groups, the Irish Republican Army (IRA), and the Ulster Defense Association (UDA) also grew
during this time. The IRA and the UDA were responsible for much of the violence. In 1998,
most political factions present in Northern Ireland were able to negotiate the Good Friday Agree-
ment, which created more autonomy in Northern Ireland, including in the creation of its own
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 33
Police Service and an increase in human rights. Many Irish prisoners were released as part of the
agreement ((Bartlett, 2010; Hegarty, 2012).
Economic History
Ireland’s economic ascent in the 1990s was the culmination of a complete turnaround of
the Irish economy. At the time of its Independence in 1922, Ireland was an extremely poor
nation. Ireland did not see the same effects of the Industrial Revolution as did other Western
nations. As recently as 1949, Ireland was considered a “peasant” economy with approximately
46% of its workforce still involved in agriculture (Duff, 2003). Considering Ireland economic
state as recently as 70 years ago make the Celtic Tiger period of the 1990s even more remarkable.
From 1960 through 1973, Ireland shifted its economic policies to embrace export-led growth and
free trade. Importantly, the abolition of tariffs increased trade to historic levels. In the 1960s,
Ireland began its efforts to attract FDI to its rebounding economy. In addition to free trade and
the infusion of FDI, Ireland enacted wage restraints to maintain a profit (O’Hagan & Newman,
2014).
Ireland’s embrace of free trade events led to its membership into the European Economic
Union (EEU) in 1973 (Barry, 2003; Duff, 2003; Haughton, 2008). In joining the EEU, Ireland
realized a cumulative net transfer to the Irish economy by the EEU of €23 billion (Fitzpatrick &
Huggins, 2001). Those monies were used to upgrade the transportation infrastructure of the
growing economy. Free trade and tax-free profits on manufactured exports made the country
attractive to U.S., Canadian, and Japanese firms looking to enter the European market (Duff,
2003). Because of these policy changes, Ireland’s economic growth rate doubled to an average of
4.2% annually. Ireland kept pace with the rest of Europe, which was seeing a growth rate of
approximately 4% annually (Barry, 2003).
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 34
The 1970s and early 1980s brought a slowing of the Irish economy. According to Haugh-
ton (2008), this was due in part to the government’s continued unwillingness to reduce the
budget deficit and an ongoing increase in government spending. Consequently, the ratio of
government debt to the gross domestic product (GDP) rose from 52% in 1973 to 129% by 1987
(Duff, 2003; Haughton, 2008). Ireland’s economic growth had dropped to 1.9% annually. With
this decline in economic growth came a marked decline in the public’s trust in the Irish govern-
ment. In the general election of 1987, the Fianna Fáil partly gained control of the government
and implemented budget cuts that sharply reduced government spending; Ireland’s budget deficit
was erased (Duff, 2003; Haughton, 2008).
In 1992, the Treaty of Maastricht was agreed upon and ensured that by 1999 Ireland
would enter the European Union (EU). In effect, Ireland no longer had an independent monetary
policy. This development assured investors and MNCs that Ireland had limited ability to increase
its level of government debt (Duff, 2003; O’Hagan & Newman, 2014). The EU stipulated that
Ireland could not discriminate between exports and other goods for the domestic market. At the
time, Ireland had two tax rates: a special 10% corporate tax rate that applied to internationally
traded manufactured items and a standard corporate tax rate of 24% (Duff, 2003). To align itself
with this EU requirement, Ireland introduced a 12.5% common tax rate across all economic
sectors (Duff, 2003; O’Hagan & Newman, 2014). This rate remained substantially below the
average for Western Europe; as a result, Ireland’s low tax rates and competitive labor costs
prompted an influx of foreign and domestic business investments and set the stage for the Celtic
Tiger period (Duff, 2003).
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 35
MNCs and FDI
An influx of FDI led to Ireland’s substantial economic growth. With FDI came MNCs
that looked to take advantage of a new market for global expansion. According to IDA Ireland
(2015), two important aspects will continue to drive FDI: competitive tax breaks for MNCs and
the quality and commitment of the Irish workforce. Therefore, in order for Ireland to remain
globally and economically competitive, it is important for Ireland to continue to attract FDI.
Modernizing the country’s education system is paramount. The Irish educational system must
produce a skilled workforce, must have advantageous labor agreements, and must have systems
for retraining employees.
The majority of Ireland’s FDI originates from three areas: North America, Europe, and
growth markets. The North American FDI is comprised primarily of U.S. investors. North
American and U.S. FDI account for 70% of all FDI that has occurred in Ireland since 2010. Ac-
cording to O’Hagan and Newman (2014), Ireland was a desirable destination for U.S. FDI
because the workforce was increasingly educated and English speaking. Ireland’s low corporate
tax rate also made it a desirable location for FDI. The increase in FDI in pharmaceuticals and
information technology raised the employment rate significantly. Unemployment fell to 4% and
by 2000 allowed Ireland to catch up with other nations in the EU (O’Hagan & Newman, 2014).
Ireland’s Celtic Tiger era existed between 1995 and 2000. During this period, the country
realized rapid economic growth fueled by FDI and an influx of MNCs (Jacobson & Mottiar,
1999). As a result, Ireland experienced a true introduction to the role of a competitive, global-
ized economy.
The year 2000 ended the Celtic Tiger era; FDI decreased and the economy slowed, but
Irish banks freely issued loans for homes, causing a housing boom in the new millennium. A
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 36
lack of regulation and oversight caused the housing bubble to burst during the period of the Great
Recession. This economic crisis caused Ireland to accept an €85 billion bailout package from the
EU and the International Monetary Fund (IMF; O’Hagan & Newman, 2014). This economic
event caused Ireland’s unemployment rate to rise, which resulted in an increased level of emigra-
tion. The well-educated workforce that Ireland had constructed was leaving the country to seek
economic opportunities elsewhere. These individuals included workers in the technology and
STEM industries. Ireland has been steadily recovering since the Celtic Tiger era. O’Hagan and
Newman (2014) identified the causes and strategies for Ireland’s recovery since the recession as
fiscal restraint, falling house prices, and wage reductions. The U.S. economy has recovered;
exports have rebounded, and there has been a reduction in the unemployment rate. As the Irish
economy recovers, MNCs and FDI continue to play a significant role in Ireland’s effort to
compete in the global economy (O’Hagan & Newman, 2014).
Education in Ireland
Government and the Church
The central government and religious institutions were integral in the history of Ireland’s
educational system since its inception as a national school system in 1831. The original intent of
the educational system was to establish a national school system that would unite students from
all religious backgrounds in one educational setting. Following the establishment of national
schools, religious influences placed pressure on the Irish government to allow schools to be
under the direction of individual churches. The pressure applied by the churches was successful.
By the mid-1800s, only 4% of the national schools were under mixed management with blended
student religious beliefs (Donnelly, 2011; O’Reilly, 2012).
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 37
During the early period of Ireland’s national school system, the country experienced
educational problems due to the lack of compulsory education laws. For their children to attend a
school, parents were required to pay fees that placed a great burden on school attendance, and
many families could not justify the expense. The Irish Education Act of 1892 was an attempt to
solve some of these initial problems (O’Reilly, 2012). Under this act, the school system was
revised to be mandatory for children between the ages of 6 and 14. The act also made education
free for students in this age group, although it balanced its revenue loss by reducing teachers’
salaries (O’Reilly, 2012).
Donnelly (2011) stated that the church influenced instructional practice, as teachers were
directed through an established uniform set of rules to be sensitive to the religious backgrounds
of students. As part of the educational reforms in the mid-1960’s, teachers were no longer
required to be careful in the presence of children of different religious beliefs, but they were not
to touch matters of controversy (Donnelly, 2011). In 1971 a new curriculum was published
nationally that introduced several innovations and the integration of a new, standardized course
of study (Donnelly, 2011; O’Reilly, 2012).
The Church’s Expanding Role
By the late 1800s, the Roman Catholic Church was trying to expand its influence in
schools throughout Ireland. At this time the Protestant Church of Ireland had significant influ-
ence and exercised control over many Irish schools. O’Reilly (2012) stated that the Roman
Catholic Church had minimal influence during this time; however. Educational policies of the
late in the 19th century granted the Catholic Church greater influence. This influence continued
throughout most national schools during the 20th century. The use of the Catholic Church’s
property to build schools may have affected this rise in influence (O’Reilly, 2012).
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 38
The history of Ireland’s educational system differs from many of the other European
countries. Ireland’s national school system has been deeply connected to the church and signifi-
cantly influenced and controlled by the clergy. In contrast, other European countries and devel-
oped Western nations have public schools run by the government and a parallel system run by
religious organizations and churches. This separation of state- and church-run schools limits the
sphere of influence of the churches and religious groups on educational policy and reform
(O’Reilly, 2012; Rougier & Honohan, 2015). Recent changes in education policies and reform
efforts have reduced the influence and control of the Catholic Church and the Protestant Church
of Ireland.
Educational Policies in Ireland
The modern history or educational policies in Ireland can be divided into three significant
periods: pre-1996; Celtic Tiger, 1996–2001; and 1997 to the present. In each of these periods,
Ireland made significant educational reforms and created policies aimed at addressing the eco-
nomic and social needs of the country:
The people of Ireland have assiduously invested in human capital over the past 40 years.
Ever since the Organisation for Economic Co-operation and Development (OECD) pub-
lished Investment in Education in 1966, education has had a central position in Ireland’s
development policies. (Dorgan, 2006, p. 29)
Ireland’s central government assesses local and global economic factors and determines policies
to keep Irish students ready for competitive global markets.
Pre-1996. In 1966, the OECD (as cited in Dorgan, 2006) published Investment in Educa-
tion. Policy changes outlined in this document led to a dramatic increase in the number of
students enrolled in secondary schools and universities (Dorgan, 2006). In the 35 years following
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 39
this publication, the number of students in secondary schools tripled (Dorgan, 2006). The invest-
ment in education was aligned with Ireland’s changing its economic policies to free trade, foreign
investment, productive investment, and growth (Dorgan, 2006). The new policies were largely
driven by economic factors because Ireland was a late industrializing nation and had a need for a
new, emerging skilled workforce (Clancy, 1996).
The publication of the 1992 Green Paper on Education, Education for a Changing World
(INTO Forum, 1992) was a significant moment in Irish education. As the public responded to
the invitation to comment on the paper, the significance of education in the lives of Irish citizens
became apparent. According to Coolahan (2007), “almost 1,000 written submissions were lodged
with the Department of Education in response to the Paper” (p. 11). The government responded
to this interest by setting up a National Education Convention, held in Dublin Castle in the
autumn of 1993.
This reform also brought about the creation of Regional Technical Colleges (RTCs). The
RTCs provided short-cycle secondary education focused on vocational skills (Clancy, 1996).
The policies were also intended to address inequities in education among social groups and, in
particular, to address gender inequities and inequalities. National data suggested that by the mid-
1990s, many of these objectives were being met (Clancy, 1996).
Celtic Tiger era, 1996–2001. The Celtic Tiger era was a period of rapid economic
growth and expansion in Ireland. This period was marked by economic openness to global
markets, low tax rates, investment in education (Dorgan, 2006). During this period, Ireland’s
competitiveness in the global economy drove the focus on science and technology education
(Dorgan, 2006). Donnelly (2011) and O’Reilly (2012) noted that integration of the national cur-
riculum in 1971 set the stage for the forthcoming educational movements aimed to give Ireland a
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 40
competitive edge with respect to other nations. The government founded the Science Foundation
Ireland (SFI), which was modeled after the U.S. National Science Foundation, with the intent of
attracting to Ireland world-class research in the areas of biotechnology and communications
technology (Dorgan, 2006). During this time, 70% of Ireland’s third-level students studied the
fields of engineering, science, computer science, or business (O’Reilly, 2012).
1997-present. Since 1997, Ireland has continued to revise and reform educational policy
to address not only the economic but also the social needs of the population. The country contin-
ues to emphasize STEM education and has published important policy and opinion papers stating
the importance of STEM education in the current context.
It should be noted that the Leaving Certificate Examination significantly affects students’
pathways and postsecondary programs. O’Reilly (2012) stated that the senior level of education
in Ireland leads students to one of three types of programs: A Leaving Certificate Program path
allows students to take an examination at the end of their final year to assess their college readi-
ness. Points are awarded based on the results of this examination, and university admissions and
assignment to a major field of study are contingent on these scores. Students may take the
examination one time, regardless of preparation or readiness. Many students and parents have
argued that the weight placed on a single examination is too great, as it determines the students’
pathway through life. Teachers have argued that the examination narrows their curriculum in
that students care only about material that will be on their Leaving Certificate Examination
(O’Reilly, 2012).
Ireland has continued to make changes and reforms to educational policy. The country
has continued to improve education and learning through enhancing the professional practice of
teachers (Ireland DES, 2017a). The Teaching Council, the professional body for teaching in
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 41
Ireland, was established to promote teaching as a profession at the primary and postprimary
levels, to promote the professional development of teachers, and to regulate standards in the
profession (Ireland DES, 2017a). The Teaching Council’s policy on the teacher education
continuum provides a sound basis for the developments that are needed to establish and build
upon the skills of teachers in literacy and numeracy teaching (Ireland DES, 2017a).
The Irish educational system and its related policies have been influenced by the coun-
try’s economic climate and desire for sustained economic growth. Walsh and Loxley (2015)
found that over the past 4 decades, there has been a significant transformation of the Irish educa-
tional system. This was partially due to demographic trends and recently, in the post-Celtic Tiger
era, due to economic growth. Ireland has long seen education as a solution to economic prosper-
ity. This focus has led to increased investment in human capital, which has a greater return on
investment than physical capital (Walsh & Loxley, 2015).
In 1966, the OECD published Investment in Education, which presented policy that
would greatly influence Ireland’s educational system (Dorgan, 2006). The policy identified
education as holding a central position in Ireland’s development policies. Policy changes led to a
dramatic increase in the number of students enrolled secondary schools and universities. In this
period, the SFI was created, modeled on the U.S. National Science Foundation (Dolan, 2016).
Irish educational policy made a shift to identify the STEM subjects as important areas of instruc-
tional development because knowledge in these fields was important for the development of
human capital, FDI, and MNCs moving to Ireland.
In 1999, there was a shift in educational policy that focused on increasing math and
science skills and changing the curriculum for younger students. Science was mandated as a
compulsory subject, and there was a clear shift to teach STEM and hard sciences. This change in
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 42
policy was an effort to remain globally competitive and to spur economic growth in the post-
Celtic Tiger era (Alexander, 2012). Between 2008 and 2013, Ireland phased in a new math cur-
riculum. In 2011, the Ireland DES published a national strategy document focused on literacy
and numeracy in young people. In 2016, Women in Technology (WITS) published the WITS
Action Manifesto. The manifesto introduced actions to encourage women to choose STEM
careers:
1. Advance women’s leadership and participation in decision making—local and
national;
2. End the gender pay gap and deliver equal opportunities for women;
3. Promote family friendly STEM workplace; and
4. Strengthen social protection, training, and employment supports.
Ireland continues to develop policies and make reforms that meet the economic and social
needs of its population. Ireland is looking forward to a national policy on STEM education that
intends to create pathways and advanced preparation for secondary students. This forward-
thinking approach to educational policy has positive affected the Irish population, the Irish
workforce, and the Irish economy.
Current Educational System
The current Irish education system is publicly provided to all school-age children.
Although there are private schools, they comprise a much smaller portion of the overall system.
The Ireland DES creates overarching policies that include determining the curriculum. Private
institutions may manage individual schools; these private institutions are usually offshoots of a
church or religious entity.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 43
The current educational system is comprised of three core layers: primary, second level,
and third level (O’Hagan & Newman, 2014). At the primary level, schools are small, with over
50% of them having four or fewer teachers (O’Reilly, 2012). At the secondary level, there are
several types of state-funded schools: voluntary secondary schools, vocational schools, and
community and comprehensive schools. Voluntary schools, which are privately owned and
managed, are generally affiliated with denominational churches. Vocational schools are statutory
local educational schools that administer vocational education and may be part of local commu-
nity colleges. Students at all three of these second-level schools are provided with the same
curriculum and are required to take the same state examinations (Smyth, Banks, & Calvert,
2011).
The secondary system is comprised of a 3-year lower secondary program. At the end of
the 3rd year, students take a nationally standardized examination called the Junior Certificate
(Banks, Byrne, McCoy, & Smyth, 2014). Results on this examination influence the types of
programs that a student can access in the upper secondary level. An optional Transition Year
separates the lower secondary years from the upper secondary years. The 2-year upper secondary
program is differentiated into various tracks. Following completion of the upper secondary
program, the majority of Irish students take another nationally standardized assessment called the
Leaving Certificate Exam, the results of which are used to determine a student’s eligibility for
entry into higher education (Smyth et al., 2011).
Seven universities, 14 Institutes of Technology, and five teacher training colleges com-
prise the third level of the Irish educational system. To expand access to a third-level education,
the Ireland DES introduced free third-level education to all full-time students. As a result of
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 44
these changes, O’Hagan and Newman (2014) estimated that 1 million students are enrolled in
full-time education in Ireland.
21st-Century Skills, STEM, and PBL
According to Spring (2008), “changes in human capital and post-industrialism, according
to theorists, created a knowledge economy where wealth is tied to knowledge workers and ulti-
mately to educational systems” (p. 336). The flattening phenomena are causing educational
systems to rethink their practices and the outcomes for students. Workers are expected to
compete globally for knowledge-based jobs, and the knowledge-based jobs have shifted to
STEM fields. Schools must adapt to help students to develop the skills that are necessary to
create and obtain these good jobs as they are created (Clifton, 2011). Wagner’s (2008) frame-
work of seven survival skills conceptualizes what students need to compete in the global knowl-
edge economy. Post-Celtic Tiger Ireland has shifted its educational policies and practices to
address the rising need for knowledge-based workers and to develop 21st-century skills through
STEM instruction and PBL activities.
The first survival skill described by Wagner (2008) is critical thinking and problem
solving. Critical thinking and problem solving are defined as analyzing the root of a problem,
understanding how the problem evolved, and taking a systematic approach to solving the
problem. The second survival skill is collaboration and leadership. Collaboration and leadership
include global interaction, strategic thinking, cultural awareness, and becoming influential citi-
zens. Wagner’s third survival skill is agility and adaptability. Flexibility, resourcefulness,
lifelong learning, and adaptability, when faced with disruptions, are the key concepts of this skill.
The fourth survival skill is initiative and entrepreneurialism. Students should learn to seek new
ideas, opportunities, and improvements. The fifth is oral and written communication skills. Oral
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 45
and written communication skills are the ability to communicate views, opinions, and ideas in a
global economy. The sixth is the ability to access and analyze information. Students must have
critical thinking skills to analyze, synthesize, and evaluate data. The seventh survival skill is
developing curiosity and imagination, meaning that students should have analytical skills, be
inquisitive, and be motivated. Wagner posited that these skills were interconnected and that
while one individual may be stronger in one skill rather than the others, the survival skills work
in conjunction to prepare the student for the challenges of a 21st-century global economy.
Friedman (2007) and Schleicher (2011) found that the learning process and metacognition
are as important as the content and curriculum that are taught in schools. The world is changing
very quickly; thus, the knowledge and skills traditionally taught in school will not address the
challenges of the future. Twenty-first-century students must be continually able to adapt and to
learn new and emerging skills that may or may not have existed in their formal educational
setting. Schleicher stated that “using technology, communicating, and collaborating will be
important skills for students to develop in the 21st century” (p. 40) .
Friedman (2007) argued that education in the flat world should support student learning
in nontraditional ways: “Passion and curiosity are two important characteristics that people must
have to set themselves apart in the global job market” (p. 11). Wagner and Compton (2012)
stated that these characteristics build immunity against automation, digitization, and outsourcing
in the global knowledge economy of the 21st century.
To support student success in the 21st century, schools must help students to move
beyond finding information to learn how to evaluate the information for accuracy and usefulness
(Pappas, 2009). In order to compete in the flat world, countries must create innovators who
develop new ideas to solve new kinds of problems (Friedman, 2007). Countries must develop
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 46
new technologies and better products, services, and processes (Wagner & Compton, 2012).
Citizens must know how to solve new problems and adapt to an ever-changing job market.
Friedman and Mandelbaum (2012) noted that “the success or failure of countries to change their
education systems and develop students with 21st-century skills will determine whether or not
they continue to develop good jobs and stay economically viable” (p. 557).
Spring (2008) stated that the knowledge economy relies on the application of technology.
Bybee (2010) found that creating a STEM-literate citizenry is the key to a country’s success on
the global level. As authors such as Friedman (2007) supported concepts of global competition
and the flat world, people began to understand that, in the 21st century, technology and engineer-
ing will play a critical role in a country’s global standing; thus, a shift has been made away from
simple science and mathematics to a more integrated STEM approach (Sanders, 2009). STEM
education means replacing traditional teaching strategies with approaches that are more project
based and inquiry driven (Breiner, Harkness, Johnson, & Kohler, 2012).
Capraro et al. (2013) found that the use of engineering in the classroom supports the
integration of other aspects of STEM: science, mathematics, and technology. The authors
contended that
an engineering curriculum requires higher-order thinking, provides a good structure for
breaking down problems, allows students to develop creativity, and offers a realistic
context for the application of mathematics and science. Engineering education also
prepares students for future careers, as the skills developed in classrooms help them to
increase their business sense and identify connections between industries. (p. 30)
Ownership of the learning is promoted as students make discoveries and develop unique solu-
tions, much as they would in a real-life setting. Engagement in engineering projects cultivates
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 47
skills of collaboration and teamwork, which are also important for success in future careers
(Capraro et al., 2013). Technology education is important for students because it nurtures the
teaching and learning process and helps students to access other areas of the STEM (Capraro et
al., 2013).
PBL is frequently used in conjunction with STEM education as an instructional model
where students can develop 21st-century skills. Capraro et al. (2013) stated that “the infusion of
design principles enhances the real-world applicability and helps prepare students for postsec-
ondary education, with an emphasis on making connections to what STEM professionals actually
do in their jobs” (p. 13). It is used to help students to build 21st-century skills such as collabora-
tion, critical thinking, and communication (Bender, 2012). STEM and PBL help workers to
build the necessary skills to thrive in the global knowledge-based economy.
According to Capraro et al. (2013), the PBL frameworks include the idea that PBL
happens over time and in stages. PBL utilizes comprehensive rubrics to provide structure to
appropriately evaluate students’ learning (Bender, 2012). It is important that PBL instructional
activities are scaffolded and that students are provided with structure that supports their learning
and gives them continuous feedback as they participate in STEM activities (Capraro et al., 2013).
Slough and Milam (2013) outlined four design principles: making content visible, making
thinking visible, helping students learn from others, and promoting autonomy and lifelong
learning: “Effective instruction provides students opportunities to ask their own questions,
conduct investigations, evaluate evidence, develop theories, and participate in scientific learning”
(Slough & Milam, 2013, p. 16). Scaffolding and feedback from the instructor support the
students through this process. The second design principle, making thinking visible, includes
three pedagogical dimensions: modeling scientific thinking, helping students to make their
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 48
thinking visible through scaffolding, and providing multiple models (Slough & Milam, 2013).
Students should be exposed to models of cutting-edge science through computer animation,
scientific visualizations, modeling programs, and dynamic representations. Visible learning is a
framework for students to gain greater insight into their own learning through metacognitive
strategies. This is a highly transferable skill, as workers in the new global economy are expected
to be able to critically think, solve complex problems, and engage in new learning. Slough and
Milam described the third design principle as helping students to learn from others. This frame-
work is built on the ideas of cooperative learning and social constructivism. Within this
framework, students engage in higher level thinking and develop the 21st-century skills of com-
munication, collaboration, creativity, and critical thinking. The fourth framework is autonomy
and lifelong learning, which focuses on student-centered instructional practices that develop
skills that will make the students part of a productive and cooperative team. When engaged in
PBL instructional activities, students develop personal goals, seek feedback, and make adjust-
ments. Self- monitoring of these learning processes can lead to greater satisfaction with the
learning and teach success-oriented skills that will support their development as lifelong learners
(Slough & Milam, 2013).
Wagner (2008) described STEM instructional activities as an “opportunity to play with
ideas, develop a passion for interests, and ultimately become gripped by a sense of purpose that
drives them forward” (p. 110). Spring (2008) found that the idea of global migration or brain
circulation, lifelong learning for improving job skills, and economic development are important
factors in the globalization of education. Educational systems must adapt to new paradigms of
the global knowledge-based economy and develop 21st-century skills in students that will be
directly transferable to the expectations of new economic systems.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 49
Science and Technology Fairs
Science and technology fairs engage students in activities that help them construct new
knowledge and to use the skills and process of science:
The primary goal of a science fair is to complement school curricula by encouraging
students to use and understand the scientific method in designing and performing experi-
ments. Students identify problems, propose solutions, conduct fair tests, analyze data,
and draw conclusions. Science fairs also help students build communication skills, learn
the nature of science, and potentially prepare for science careers. (Abernathy & Vineyard,
2001, p. 271)
Sahin (2013) found that students who participated in science fairs had a greater likelihood
of majoring in STEM-related fields in postsecondary school. Sahin also found that after-school
science clubs generally promoted student participation in science fairs and that science clubs
have the same outcome with respect to students pursuing postsecondary STEM majors in col-
leges. Czerniak and Lumpe (1996) found that learning something new had a positive outcome
for students in science fairs. Their research was supported by Abernathy and Vineyard (2001),
who surveyed adolescent students regarding their perceived outcomes from participation in
science fairs. Participation in science fairs was mostly voluntary, indicating that the students may
have been predisposed to report positive feedback. The fact that the students enjoyed the project-
based nature of their work was transferable to STEM coursework that was part of the core cur-
riculum (Abernathy & Vineyard, 2001).
In 2006, Dr. Sheila Porter founded SciFest to promote interest in the sciences among Irish
students and to provide a hands-on science fair experience modeled on observed models from the
Intel Educator Academy in the United States (SciFest, 2018). Intel and other MNCs view science
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 50
and technology fairs as having a direct influence on the workforce because they strengthen
knowledge-based economies. SciFest has four levels, each one of which builds toward interna-
tional competition as part of SciFest. Second-level schools host in-house SciFest STEM fairs.
From 2011 to 2017, the number of participating schools increased from five to 67 (Porter, 2017).
Institutes of Technology and local colleges host regional SciFest fairs that are open to all second-
level students. The regional fairs provide second-level students with the opportunity to visit
third-level colleges and to be exposed to STEM fields and STEM careers (Porter, 2018).
National SciFest fairs are held in conjunction with SFI. National fair winners receive an all-
expense-paid trip to the Intel Science and Engineering Fair (ISEF), which is held annually in the
United States. National SciFest winners participate in ISEF. ISEF draws from over 440 affili-
ated science fairs representing 70 countries. According to Bencze and Bowen (2009),
student-directed, open-ended scientific investigations and invention projects may serve to
deepen and broaden students’ scientific and technological literacy, and, in so doing,
enable them to succeed in democracies greatly affected by processes and products of
science and technology. (p. 2460)
Science and technology fairs are important contributors to the development of 21st-century skills,
but the effects of mandatory or voluntary participation are debated (Czerniak & Lumpe, 1996).
Leadership
Fullan (2014) identified three important keys for principals if they are to be effective
leaders in 21st-century schools, the first being leading learning: “Leading Learning is to lead the
school’s teachers in a process of learning to improve their teaching, while learning alongside
them about what works and what doesn’t” (p. 55). The new role of the principal is to be actively
involved in developing capacity among the school’s teachers. The second key is being a district
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 51
and system player. As the globalization of education has had a profound impact on schools, the
principal and school leaders must make profound changes in the way in which they interact with
the outside world. Fullan noted that “the boundary between the school and the outside is becom-
ing more permeable. This has opened up an exciting new (and daunting) world for principals”
(p. 97). Fullan postulated there must be coherence between the school and the outside world if
the school is going to prepare students for the global 21st-century workforce. The third key is
becoming a change agent. Fullan identified seven required competencies for becoming a change
agent:
1) challenges the status quo, 2) builds trust through clear communication and expecta-
tions, 3) creates a commonly owned plan for success, 4) focuses on team over self, 5) has
a sense of urgency for sustainable results, 6) commits to continuous improvement for self,
and 7) builds external networks and partnerships. (p. 128)
Fullan believed that the change agent combines passion and mastery in order to guide his or her
school on a journey of continuous improvement.
Similarly, Northouse (2016) defined leadership as the process by which a person influ-
ences a group to achieve a common goal. This study examined the process by which school
leaders influence the development of 21st-century skills in Senior Cycle Irish students. Nort-
house identified specific theories on leadership as well as the characteristics that leaders must
have if they are going to lead organizational change: Leadership involves influence; leadership
must occur within a group; leadership becomes evident when the group has common goals.
implied that leadership can be observed and learned, as opposed to being simply a set of inborn
or innate set of traits and characteristics. He differentiated between leadership as a position and
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 52
emergent leadership, or leadership that emerges and develops throughout the process. Northouse
also differentiated between leadership and power, coercion, and management.
From both a theoretical and practical perspective, it is important for the principal or
school leader to understand the organizational leadership frame. Understanding this frame
allows the leader to make decisions based on organizational dynamics that may significantly
change the leadership practices and strategies that are employed. Bolman and Deal (2013)
identified four frames that help the leader to conceptualize the needs of the organization. The
first frame is structural, which emphasizes the division of labor and coordination of individual
activities. The structural frame is focused on rationality and on formal roles and relationships.
This frame works well when there is little conflict or ambiguity within the organization. The
leader is able to focus on the organizational goals and how to adapt the organization to meet its
goals. The second frame is the human resource frame, which emphasizes the fit between people
and the organization. The leader will tailor the organization to meet the individual needs of those
within the organization. Organizational health and morale are important considerations in this
frame. The third frame is the political frame, the key concepts of which are power, conflict,
competition, and positive politics. The political frame emphasizes the allocation of power and
scarce resources in organizational decision making. The leader keys in on bargaining, negotiat-
ing, and coalition building. This approach is effective when the organizational goals and values
are in conflict. The fourth frame is symbolic; leaders who make change using a symbolic
approach focus on culture, ritual, ceremony, stories, heroes, and heroines, myths, and charisma.
Symbolic leaders create and promote a common vision; attend to the meaning of events; and
devise relevant rituals, ceremonies, and symbols (Bolman & Deal, 2013).
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 53
Gender
Acker (1987) identified three Western feminist theoretical frameworks and their educa-
tional applications: liberal, socialist, and radical. Each framework has concepts and strategies
that define the framework and contextualize the framework in relation to oppression, power, and
exploitation. HÓgartaigh (2009) pointed out that between 1878 and 1930, Irish women used
education as means to get to second- and third-level education. Women primarily used education
to enter the workforce. Acker would describe this view as liberal feminism; “strategies involve
altering socialization practices, changing attitudes and making use of relevant legislation” (p. 36).
McCoy and Smyth (2011) found that as the Irish educational system reacted to the post-Celtic
Tiger era and created more opportunity for STEM and PBL education, the number of women in
STEM and PBL education did not increase at the same rate as male students. Women were not
finding the same opportunities to develop 21st-century skills and to prepare themselves for a
knowledge-based workforce. This factor is particularly concerning as HÓgartaigh (2009) found
that historically, Irish women, when provided the opportunity, would use the education system to
increase their employment opportunities.
Bensimon (2005) discussed the structural and cultural outcomes that prevent schools
from producing equitable educational outcomes. Deficit and diversity are more likely to be heard
and acknowledged than discourse on equity. Acker (1987) found that the radical feminist frame
in education has concentrated mainly on the male monopolization of knowledge and culture and
on gender politics in schools. Strategies to overcome gender inequity involve putting women’s
and girls’ concerns first. Irish schools may be separated by gender; however, this separation has
come about due to the historic structure of church-administered schools and not as an attempt to
provide equity and better outcomes for students.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 54
Bensimon’s (2004) Diversity Scorecard identified four frameworks that work interdepen-
dently to create educational equity: access, retention, excellence, and institutional receptivity.
The diversity scorecard allows educational institutions to gather data on their policies and
practices, both formal and informal, that lead to equity. Beede et al. (2011) stated that “there are
many possible factors contributing to the discrepancy of women and men in STEM jobs, includ-
ing a lack of female role models, gender stereotyping, and less family-friendly flexibility in the
STEM fields” (p. 4). The research on gender equity in education demonstrates that when pro-
vided with access, women will use education to enter the workforce, that Ireland’s focus on
creating knowledge workers has increased the gender gap, and that there is a need for increasing
the number of women who have access to STEM and PBL instructional opportunities.
Theoretical Frameworks
Five frameworks were used to analyze and understand Ireland’s experience in global-
ization, its development of 21st-century skills, and its implementation of PBL within STEM
using science and technology competitions. The theoretical frameworks are composed of the
following works: (a) the frameworks for the globalization of education developed by Friedman
(2007), Spring (2015), Thurow (2000), and Wagner’s (2008); (b) frameworks for STEM, PBL,
and the growth of 21st century skills developed by Spring (2015) and Wagner (2008); (c) Acker’s
(1987) feminist theory and the study of gender in education; and (d) Bolman and Deal’s (2013)
four frames of leadership. Figure 1 illustrates the relationships among the theoretical framework
components.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 55
Figure 1. Diagram of theoretical frameworks for leadership and educational reform, global-
ization of education, growth of 21st-century skills, gender in education, and STEM. STEM
= science, technology, engineering, and mathematics; PBL = project-based learning.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 56
Chapter Three: Research Methodology
The purpose of this study was to understand the influence of globalization and educa-
tional policy on the development of 21st-century skills through implementation of STEM educa-
tion and inquiry-based instructional practices such as PBL, and student participation in science
competitions. The study examined how participation in SciFest prepares students for the Leaving
Certificate Exam and influences school leadership practices, female students’ interest in STEM
courses, and stakeholders’ perceptions of its value.
In a world that’s becoming increasingly complex, where success is driven not only by
what you know but by what you can do with what you know, it’s more important than
ever for our youth to be equipped with the knowledge and skills to solve tough problems,
gather and evaluate evidence, and make sense of information. These are the types of
skills that students learn by studying science, technology, engineering, and math—sub-
jects that are collectively known as STEM. (U.S. Department of Education, n.d., para. 2 )
The skills necessary to be college and career ready have drastically changed. In the
Framework for 21st Century Learning, the Partnership for 21st Century Learning (2007) defined
21st-century skills as learning and innovation skills (i.e., the 4Cs—critical thinking, communica-
tion, collaboration, and creativity (see Figure 2). According to a survey conducted by American
Management Association (2012), 74.6% managers and executives who responded to the survey
indicated that they believed that these skills and competencies would become more important to
their organizations in the next 3–5 years. This survey also found that 59.1% of managers and
executives believed that it is easier to develop these skills in students and recent graduates than it
is to develop inexperienced workers. Therefore, it is important that educational systems
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 57
Figure 2. Framework for 21st-century student outcomes and support
systems. Taken from Overview: Framework for 21st century learning,
by Partnership for 21st Century Skills, 2009, retrieved from http://
www.p21.org/overview/skills-framework
successfully develop 21st-century skills in their students in order for them to enter the global
economic workforce.
This study used qualitative and quantitative research methods in the participants’ natural
setting (Ireland) to examine how science and technology competitions such as SciFest have
influenced the teaching of 21st-century skills. It also examined how teachers in the classroom
prepared female students to pursue STEM careers as well as third-level STEM coursework that
might lead to STEM careers. The study further examined site leadership and its influence on
student participation in SciFest.
Maxwell (2013) noted that “research questions clarify what one wants to understand as a
result of the research and provide guidance on how best to conduct the research” (p. 220).
Research questions should address the goals of the study, connecting to research paradigms and a
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 58
conceptual framework (Maxwell, 2013). The design of the study addressed the research ques-
tions by using qualitative and quantitative approaches to collect diverse and rich data from
governmental, educational, business, and student respondents in Ireland. Consistent with qualita-
tive research design, the researcher for this study was the primary instrument for data collection
and analysis (Merriam & Tisdell, 2016). An inductive investigation was used to gather a rich
description of the events and participants in their natural setting (Merriam & Tisdell, 2016).
The research questions were designed to find solutions to problems and to fill gaps in
academic knowledge based on a review of related research literature (Maxwell, 2013). Four
research questions guided the study:
1. How do schools engage in SciFest while preparing students for the Leaving Certifi-
cate Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling in
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/uni-
versity professors, and MNCs have regarding the value of student participation in SciFest?
Chapter Three describes how the research questions were addressed through a discussion
of the research design, participants, instrumentation, plans for data collection and analysis, and
ethical considerations. The first section provides a rationale for the use of qualitative and quanti-
tative approaches and presents a description of the research team assembled to conduct the study.
The second section identifies the population and sample and explains the selection process. The
third section describes the instrumentation and protocols used to conduct the interviews, observa-
tions, and surveys. The fourth section describes the process to be used for data collection and
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 59
analysis. The fifth section identifies ethical considerations, the University of Southern Califor-
nia’s (USC) Institutional Review Board (IRB) process, and the research team’s adherence to
those guidelines.
Research Design
Qualitative research allows for understanding how people interpret their experiences, how
they construct their worlds, and what meaning they attribute to their experiences (Merriam &
Tisdell, 2016). Qualitative methods allow the researcher greater depth and insight into the devel-
opment of 21st-century skills through participation in science and technology fairs. Qualitative
methods allow understanding of particular surroundings within which participants act and the
influence that the surroundings have on the participant (Maxwell, 2013). The quantitative data
collection incorporated in this study consisted of surveys to be distributed to generate responses
that were analyzed to collect large amounts of information in a structured format to provide data
to address the research questions (Creswell, 2014). These survey data were used alongside quali-
tative data to create a rich description of 21st-century skill development, science and technology
fairs (i.e., SciFest), and the pursuit of STEM coursework and college majors by female students,
as well as the school leadership that facilitated this pursuit. Subject groups who were critical to
the study were selected and included political and business leaders, policymakers, school leaders,
teachers, and students in Ireland. Data gathered during the interviews were coded using an a
priori code list and emergent codes based on the research and theoretical frameworks employed
for the study.
In a qualitative study, the methods of data collection must be linked to the research
questions. According to Merriam and Tisdell (2016), interviewing is necessary when the
researcher cannot observe behavior, feelings, or how people interpret the world around them.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 60
The researchers used interview questions to gather information and perceptions regarding past
events. The researchers also used interview questions to gather information in cases where the
they did not have access and to gather information regarding state examination results, prepara-
tion for state examinations, insight into decision making (including educational policy decision
making), leadership functions, and the active role that MNCs play in the educational system.
Observational data represent a firsthand encounter with the phenomenon of interest rather
than a secondhand account of the phenomenon that would be obtained in an interview (Merriam
& Tisdell, 2016). Observations are also important because the researcher may notice things that
have become routine to the participants themselves. Thus, the observation may lead to a better
understanding of the context, and the researcher may gain valuable insight into concepts that the
interviewee might not mention (Merriam & Tisdell, 2016).
Qualitative methods were appropriate for this study’s research questions as other forms of
data collection, such as examining students’ Leaving Certificate Examination scores, were not
readily accessible and could not be correlated to students’ outcomes. In turn, qualitative methods
were used to collect data on the effects of MNCs, FDI, science and technology fairs, and leader-
ship on the development of 21st-century skills. According to Maxwell (2013), good interview
questions and observational strategies require creativity and insight but yield more effective
results than a mechanical conversion of responses to questions.
Creswell (2014) defined qualitative research as “the process used for exploring and
understanding the meaning that people associate with social or human problems” (p. 110).
Several key characteristics are associated with qualitative research:
1. Data are collected in the field at the site where participants experience the issue or
problem under study;
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 61
2. The researcher is the key instrument to collect and examine the collected data; and
3. There should be multiple forms of data such as interviews and observations (Cres-
well, 2014).
Creswell explained that qualitative research utilizes both inductive and deductive data analysis
and noted that the process is emergent, meaning that the initial plan for research cannot be tightly
prescribed.
The research team addressed the research questions by using a mixture of qualitative and,
to a lesser degree, quantitative approaches. According to Creswell (2014), quantitative research
is the means for testing objective theories by examining the relationships among variables:
“Quantitative research consists of the systematic empirical investigation of observable phenom-
ena through statistical, mathematical, or computational techniques” (p. 183). Surveys were used
to collect large amounts of quantitative data. The responses were analyzed to provide rich
information that addressed the research questions. The survey data were used in conjunction with
qualitative data to provide triangulated research into 21st-century skill development, science and
technology fairs (i.e., SciFest), and the pursuit by female students of STEM coursework at the
senior level and STEM coursework at the third level. The qualitative and quantitative data also
examined the effect of school leadership. Research participants who were critical to the study
included political and business leaders, policymakers, school leaders, teachers, and students in
Ireland. Data gathered during the interviews were coded based on the research and theoretical
frameworks.
Merriam and Tisdell (2016) identified various approaches to qualitative research: phe-
nomenology, ethnography, grounded theory, case study, and narrative analysis. Case study is a
strategy of inquiry in which the researcher explores a program, event, or activity in great depth
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 62
(Creswell, 2014). Merriam and Tisdell identified the parameters of a case study as a bounded
system. Using this approach, the researchers limited the focus of the study to the problem and
reduced outside factors that might have impacted the direction and findings of the study.
Merriam and Tisdell identified three types of case studies: historical and observational, intrinsic
and instrumental, and multisite. A multisite case study approach was used for this study, thereby
allowing the researchers to collect and analyze data from more than one case or site. While a
multisite case study has its logistical challenges, it is a common strategy for increasing external
validity (Merriam & Tisdell, 2016).
The study utilized information from multiple sites and sources; therefore, triangulation of
the data was used to increase the internal validity of the study (Merriam & Tisdell, 2016). Data
were triangulated through interviews, observations, and surveys. Utilizing data taken from
surveys, interviews, and observations, researchers could triangulate, compare, and cross-check
the data. To identify common characteristics among beliefs, assumptions, and theories, this
study utilized the following frameworks: Acker (1987) regarding feminist theory as it relates to
gender and education and women in STEM careers, Bolman and Deal (2013) regarding the role
of school leadership specific to SciFest participation, Friedman (2007) and Spring (2015) regard-
ing globalization and its impact on education, Slough and Milam (2013) regarding the impor-
tance of inquiry and PBL, and Wagner (2008) regarding the need for students to possess knowl-
edge of STEM and 21st-century skills.
Research Team
The research team for this study consisted of 13 doctoral students from the USC Rossier
School of Education. The study was conducted under the supervision of the dissertation chair,
Dr. Michael Escalante, Professor of Clinical Education. Each member of the research team was
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 63
also a practitioner in school districts in the greater Los Angeles area. The research team had
taken 2 years of coursework and had met regularly to develop the study and all of the correspond-
ing documents, including data collection protocols, literature sources, and conceptual
frameworks. This thematic approach to the research team’s individual dissertations built on the
work of two previous research teams that conducted similar research in Costa Rica and Ireland.
Despite the similarities, each member of the research team gathered individual data from an
assigned school site, and each member has written an individual and distinct dissertation.
Population and Sample
Maxwell (2013) noted that it is imperative that individuals selected to participate in a
research study have the ability to answer the research questions. This study examined the rela-
tionship between participation in science and technology fairs school site leadership and 21st-
century skills development in senior-level students. For this study, 13 schools in the greater
Dublin area were selected for surveys, interviews, and observations. The schools selected all
participated in regional SciFest science and technology competitions (SciFest, 2017). The
researchers also surveyed and interviewed business leaders, political leaders, and policymakers.
Purposeful, convenience sampling was used to select the participants for this study. Merriam and
Tisdell (2016) stated that “in purposeful sampling the researcher selects participants based on
what the researcher wants to discover, understand, and gain insight from, so the sample is based
on the sources that will furnish the most information” (p. 96). The sampling technique was
convenient for this study because the research was conducted over a fixed period of time in
Ireland, with specific sites and individuals prearranged (Merriam & Tisdell, 2016). Through
established relationships with George and Sheila Porter, purposefully selected site-level contacts
were initiated with school leaders to gain access to participants (see Appendix A). The team
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 64
worked with contacts to establish a subject list that ensured participation by business leaders,
government leaders, policymakers, and school officials.
The researcher’s assigned school site was South Ireland Community School (SICS; a
pseudonym), located in a suburb of Cork. SICS operates under the joint trusteeship of the Cork
Education and Training Board ((ETB) and the Diocese of Cork and Ross. It is a coeducational
school with a current enrolment of 1,146. The school has an open enrollment policy and caters to
the needs of all students in the suburb and the surrounding areas. A broad and wide-ranging
postprimary curriculum is offered, including the Junior Certificate, an optional Transition Year,
the Leaving Certificate Vocational Programme, the Leaving Certificate Applied, and the estab-
lished Leaving Certificate. The school has a unit that caters to students with autistic spectrum
disorders. A significant adult education program, which is based on the needs and interests of the
community, is also provided (Ireland DES, 2017a).
Educators and Students
The research team traveled to Ireland in April of 2018. In Ireland, team members inter-
viewed and surveyed students, teachers, and school site educational leaders. Participants were
purposefully selected to ensure that they had the appropriate knowledge to provide data to
address the research questions (Merriam & Tisdell, 2016). Observations were conducted at
assigned schools and at a SciFest science competition at University College Cork. The collection
instruments helped to gather important data about the effect of globalization, SciFest, and
instructional strategies in STEM and PBL on students’ development of 21st-century skills and
the selection of STEM coursework in their senior and third levels. The effects of the above-
mentioned research topics were examined with emphasis on female students. An important part
of this research study was interviewing and surveying students, teachers, and educational leaders
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 65
who had knowledge of or had participated in SciFest. The team also interviewed and surveyed
the founder/CEO and CFO of SciFest.
Business and Industry Leaders
During the visit to Ireland, the research team surveyed and interviewed business and
industry leaders affiliated with MNCs. The leaders were purposefully selected based on their
connection to SciFest and investment in the economy of Ireland by their MNCs. These partici-
pants helped the research team to gain knowledge and understanding of the relationship between
MNCs and the science and technology fairs such as SciFest. The research team also gained
knowledge regarding the participants’ understanding of STEM education and its value to MNCs.
Political Leaders and Educational Policymakers
The research team interviewed leaders and representatives from the Ireland DES, local
political leaders such as the Lord Mayors of Dublin and Cork, higher education leaders, and
policymakers to gain their perspectives on current educational progress and policies as well as
their perspectives on current and future policies regarding science and technology fairs, STEM,
and PBL. These leaders and policymakers were purposefully selected based on recommenda-
tions from SciFest staff members, in addition to school leaders and business contacts. The
research team contacted individuals who had been actively involved in the Irish educational
system and who had direct influence on educational policymaking, political leadership, and
business leadership.
Instrumentation
The instrumentation and protocols to be used by the team to conduct this mixed-methods
research approach were comprised of five interview protocols, four survey protocols, and two
observation protocols. The research team created these data protocols based on the four research
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 66
questions, with input and feedback from George and Sheila Porter. The research team also refer-
enced the work by the prior USC research teams that conducted similar research in Ireland and
Costa Rica. All protocols were finalized before departure to Ireland in April of 2018. All par-
ticipants were contacted via a recruitment/consent correspondence (Appendix A). All research
instruments were submitted to the USC IRB for approval in spring of 2018 to allow the team to
perform an exempt study on human participants in a country other than the United States (IRB
Approval #UP-18-00119).
Interview Protocols
The interview protocols (see Appendices B through F) were developed to gather insight,
information, and perceptions of the research participants in relation to the research questions.
The protocols were semistructured to give the researchers freedom to further probe the interview-
ees for richer narratives, to provide deeper insights, and to clarify ambiguous answers. A semi-
structured approach allows the interviewer to have the flexibility to alter questions in order to
establish a relaxed and trusting atmosphere. Deviation from the scripted questions may be
necessary to facilitate this (Merriam & Tisdell, 2016). The interview protocols were designed
specifically to address each sample group: political leaders and educational policymakers, busi-
ness and industry leaders, school leaders, teachers, and students. During their regular meetings,
the research team aligned the interview questions to be asked of business leaders, political
leaders, school principals and teachers, parents of senior-level students, and students with the
four research questions and the conceptual frameworks.
On each survey, the questions were aligned in the following format: Section I, Questions
1– 4 were aligned with Research Question 1, which addressed how schools engaged in SciFest
while preparing students for the Leaving Certificate Examination. In this section, the first
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 67
question was aligned with Bolman and Deal’s (2013) framework on leadership and reframing
organizations and Wagner’s (2008) framework for 21st-century skills. The second question in
Section I was aligned with Bolman and Deal’s (2013) framework for leadership, Spring’s (2015)
work on a global uniformity of schooling that provides entrance into the global economy, and
Wagner’s (2008) framework of globalization. Questions 3 and 4 in Section I aligned with
Acker’s (1987) feminist theory and Slough and Milam’s (2013) framework for the design of
STEM PBL.
Section II of the interview protocols had four questions to address Research Question 2.
All four questions in this section addressed how school leadership has influenced participation in
SciFest. The conceptual frameworks of both Bolman and Deal’s (2013) and Wagner (2008) were
used to analyze the data produced from the interview questions in this section. The fourth
question in Section II addressed all six frameworks.
Section III of the interview protocol addressed Research Question 3. All four questions in
this section focused on participation in SciFest and how it influences female students’ interest in
enrolling in senior-level and third-level STEM courses. Responses to each of the four questions
in this section were analyzed using the theoretical framework of feminist theory in education
(Acker, 1987). Questions 3 and 4 covered all six frameworks.
Section IV of the interview protocol addressed Research Question 4. All five questions in
this section focused on perceptions held by teachers, principals, parents, students, civic leaders,
college and university professors, and representatives of MNCs regarding their perceived value
regarding student participation in SciFest. Questions 1 and 3 covered all six frameworks;
Question 5 was directed specifically at students and parents. Friedman’s (2007) concepts of
globalization and the frameworks suggested by Acker (1987), Spring (2015), and Slough and
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 68
Milam (2013) were considered in analyzing responses to Question 5. This alignment is summa-
rized in Table 1.
Table 1
Alignment of Interview Protocols to Research Questions (RQs) and Theoretical Frameworks
Bolman/ Slough/
Item RQ1 RQ2 RQ3 RQ4 Friedman Spring Wagner Deal Acker Milam
Section I
1 X # # #
2 X # # # #
3 X # # # # #
4 X # # # # #
Section II
1 X # # #
2 X # # #
3 X # # # #
4 # # # # # #
Section III
1 X # # #
2 X # # # #
3 X # # # # # #
4 X # # # # # #
Section IV
1 X # # # # # #
2 X # # # #
3 X # # # # # #
4 X # # # #
Observation Protocols
Observation is an essential research method for collecting qualitative data because it
enables a firsthand account of what an interview cannot provide (Merriam & Tisdell, 2016).
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 69
Observation allows researchers “to record behavior as it is happening” (p. 119). According to
Merriam and Tisdell (2016), observations are conducted in a location where a phenomenon that
is being studied can take on its natural form. In this study, an observation protocol was
developed to assist in data collection in two environments. Stringer (2007) stated that research-
ers “acquire a record of important elements of the life-world of the participants [and] should
record these notes during or soon after events have occurred” (p. 76). Bogdan and Biklen (2007)
and Merriam and Tisdell (2016) articulated the need for field notes to be highly descriptive and
organized in a structured format. The observation protocols, in template form, were designed for
this study to be flexible and accessible for quick notes. Understanding the importance of obser-
vational data, the research team developed an observation protocol to be used in classrooms in
Ireland (Appendix G) to examine instructional strategies in STEM classes and a second observa-
tion protocol to be used at the SciFest science and technology fair at the Cork Institute of Tech-
nology (Appendix H). Merriam and Tisdell noted that researchers cannot capture all data with
observations and must use a list that supports the various elements of observation: the physical
setting, the participants, activities and interactions, conversation, subtle factors, and the behavior
of the researcher. Because the researcher has beliefs and opinions, the classroom observation
may be subject to bias.
The above-mentioned theoretical frameworks were used to align with and guide the
development of the observation protocols to address all the required elements of the research
questions. The first section of the observation protocol was designed to allow the researcher to
gather information about the setting and location and provide a physical description of the loca-
tion, an overview of the lesson, and the materials used. The conceptual frameworks by Slough
and Milam (2013) and Wagner (2008) were guides for the research team to focus, respectively,
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 70
on STEM PBL and the seven skills for 21st-century learning. The third section contained eight
reflective questions regarding the classroom observation protocol and seven questions regarding
the SciFest observation protocol relating to the four research questions.
Survey Protocols
The research team developed quantitative surveys to be distributed to school leaders and
teachers (Appendix I), political and business leaders and policymakers (Appendix J), parents of
senior-level students (Appendix K), and students (Appendix L). The survey questions were
aligned with the study’s research questions and formatted using a 6-point Likert-type response
scale (Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree, and Don’t Know). The
survey items targeted each participant group to enable the researcher to acquire the best possible
responses to address the research questions: six items for Research Question 1, five items for
Research Question 2, eight items for Research Question 3, and six items for Research Question
4.
The following alignment was used for all survey items: Items 1-6 aligned with Research
Question 1; Items 7–11 aligned with Research Question 2; Items 12–20, with Research Question
3; and Items 21–26, with Research Question 4. Table 2 summarizes the alignment of the survey
items to the research questions and the six frameworks. As Table 2 illustrates, many of the
survey items aligned with multiple frameworks: Acker’s (1987) feminist theory, Bolman and
Deal’s (2013) examination of school leadership, Friedman’s (2007) and Spring’s (2015) exami-
nation of globalization, Slough and Milam’s (2013) explanation of STEM education via PBL,
and Wagner’s (2008) focus on 21st-century learning skills.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 71
Table 2
Alignment of Survey Protocols to Research Questions (RQs) and Theoretical Frameworks
Bolman/ Slough/
Item RQ1 RQ2 RQ3 RQ4 Friedman Spring Wagner Deal Acker Milam
1 X # # #
2 X # # # #
3 X # # # # #
4 X # # # # #
5 X # # # #
6 X X # # # # #
7 X # # # # #
8 X # # # # #
9 X # #
10 X # # # #
11 X # # # #
12 X # # # #
13 X X # # # #
14 X # # #
15 X # # # #
16 X # # #
17 X # # # # #
18 X # # # # # #
19 X # # # # #
20 X # # # # # #
21 X # # # # #
22 X # # # # #
23 X # # # # #
24 X # # # #
25 X # # # # #
26 X # # # # #
Data Collection
Data collection for this study took place in Ireland from April 10 to April 22, 2018.
According to Creswell (2014), one of the major advantages of using qualitative methods in
research is that it allows the researcher to collect data in the participants’ natural location. As
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 72
part of the data collection process, participants completed a consent form that described the
purpose of the study and the confidential nature of the study (Appendix M). Multiple sources of
data will be captured via face-to-face interviews, classroom observations, and surveys adminis-
tered at various sites.
The interview data collected using an audio recording device. This method was selected
because, as Merriam and Tisdell (2016) recommended, it ensured that everything said would be
preserved. Moreover, from reviewing a recorded interview, a researcher may improve on his or
her questioning technique (Merriam & Tisdell, 2016). Interviews took place in quiet spaces as
determined by the school or participant and lasted an average of 35 to 45 minutes each. In the
interview protocol, all participants were informed that they could pause or terminate the record-
ing at any time. An information and fact sheet (Appendix M) indicating the status of exempt
research was provided to participants before the interview. The researcher also took notes during
the interviews to record the reactions of the subject during the conversation and to demonstrate to
the importance of the topics (Merriam & Tisdell, 2016). All interviews were transcribed and
coded based upon a common codebook developed by the research team.
The observation data were collected without the use of any recording devices or laptops
so as to decrease the obtrusiveness of the observation. The researcher felt that it was important
for the subjects not to be recorded because without this, they might act more naturally and be less
self-conscious. Without a video recording device, the observer had to rely on memory and notes
to recall the observation (Merriam & Tisdell, 2016). The data collected using the observation
protocol were converted to more structured field notes. It was the researcher’s intent to create
field notes that were descriptive and that included a reflective component (Merriam & Tisdell,
2016). As recommended by Merriam and Tisdell (2016), the field notes included verbal
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 73
descriptions of the setting, the people, the activities, and the observer’s comments. The re-
searcher chose to be overt (i.e., sitting among the subjects but not verbally participating in the
activities that took place during the observation). Each observation was limited to 1 hour.
As previously stated, purposeful convenience sampling was used to determine partici-
pants for the study. Sheila and George Porter made initial contact with SciFest-participating
schools; the schools consented to participate; and the researcher made contact with his assigned
school. Each school gave formal consent to participate in the study in adherence to IRB proce-
dures. The observation and survey protocols were utilized during SciFest in Cork and at assigned
school sites. Surveys were administered via email, in classrooms, and at other locations. The
completed surveys were collected immediately upon completion to increase the response rate.
At SICS, the researcher and another member of the research team conducted research.
Data collection consisted of interviews, observations, and surveys. The researcher also surveyed
political leaders, business leaders, and policymakers outside of the school setting. All interviews
were conducted face to face.
Data Analysis
For the purposes of this study, the researcher followed Creswell’s (2014) model for data
analysis and interpretation of qualitative research. In addition, Creswell’s model was used to
guide the analysis of data gathered via surveys. Each research team member used data gathered
individually from his or her assigned school, as well as pooled data that were collected from
political leaders, policymakers, and business and industry leaders of MNCs who had an interest
in the future of Ireland’s education and workforce.
The data analysis process began with transcribing field notes and rearranging the data into
categories for accessibility while the information was still fresh. The second step was reading
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 74
and reflecting on the data to identify emerging patterns, along with consistencies of the infor-
mation. The researcher then labeled and coded the information, identifying themes and organiz-
ing the raw data into chunks to create meaning. At this stage, the researcher followed Creswell’s
(2014) eight substeps designed to facilitate the coding process:
1. Establish what is being read and comprehended and record ideas.
2. Select one document and create essential questions that support theory and inquiry.
3. After individually reviewing all documents, list topics and common themes.
4. From the list created, establish codes that will identify the data.
5. Reduce the number of categories by identifying similarities in data.
6. Organize the established codes in alphabetical order.
7. Perform preliminary analysis after data have been organized.
8. Recode data as necessary. (p. 198)
ATLAS.ti software was utilized for the qualitative analysis specific to facilitate coding of all
collected data.
Validity, Credibility, and Trustworthiness
Merriam and Tisdell (2016) referred to validity as the degree to which a study accurately
reflects the specific concept that the researcher is attempting to measure, whereas credibility
indicates the researcher’s conclusions supported by the research findings. Trustworthiness is
merely the evidence of both validity and credibility (Patton, 2002). As data were collected,
analyzed, and interpreted, the research team aligned its practices with those recommended by
Creswell (2014). The team conducted member checks with participants to confirm the accuracy
of the data, to anticipate and resolve potential issues of misuse of data, and to refrain from using
language that contained bias in any aspect of the study (Creswell, 2014). The acknowledgment
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 75
of and focus on researcher bias assisted in minimizing its impact on validity. Through the use of
data triangulation, multiple data points were used to increase the validity of the study’s findings.
Reliability
Merriam and Tisdell (2016) referred to reliability as the extent to which research findings
can be replicated and whether the results are consistent with the collected data. Creswell (2014)
provided suggestions to increase qualitative reliability: (a) analyze transcripts to ensure that they
were accurately transcribed; (b) analyze identified codes to ensure uniformity and consistent
definitions; (c) communicate effectively with research team members to document and share
analysis of data; and (d) cross-check codes developed by other research team members for accu-
racy. This series of procedures should have ensured the reliability of the research study.
Ethical Considerations
According to Creswell (2014), the ethical considerations that must be anticipated are
extensive and are reflected through the research process. Researchers must protect the privacy
and rights of participants (Merriam & Tisdell, 2016). Areas that could raise concern for this
study were the collection of the data and dissemination of the findings (Merriam & Tisdell,
2016). As a requirement for completing research at USC, all members of the research team, led
by Dr. Michael Escalante, completed the IRB process that included completion of the Collabora-
tive IRB Training Initiative (CITI). CITI consists of online modules that address ethical consid-
erations associated with completing research, including the responsibility and obligation to
protect human subjects in a research study. In addition to the IRB approval and training process,
every participant was presented with an informed consent statement that stated the purpose of the
study and participants’ rights (see Appendix M).
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 76
The team has protected the anonymity of participants and kept data in a safe location.
This protection included separating names associated with the study of individual responses.
Documents were kept under lock and key and then destroyed following the conclusion of the
dissertation research. In addition to protection of participants’ identities and responses, the
researcher did not interfere with educational practices during observations by interrupting the
everyday sequence of activities.
Chapter Summary
This chapter presented the methodology to be used throughout the study, including a
description of the research design, research team, population and sample, and the instrumentation
used to collect the data. The chapter also presented the data collection procedures, how the data
were analyzed, and the study’s ethical considerations.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 77
Chapter Four: Results
In response to globalization, FDI, and the increased presence of MNCs in the Irish
economy, the Irish educational system has attempted through policy and practice to increase
students’ preparation for careers in STEM fields. In 2017, the DES published a comprehensive
STEM education policy document, the purpose of which was to provide a roadmap for the
incorporation of 21st-century skills at all levels of primary and secondary education (Ireland
DES, 2017b). Historically, students in the Senior Cycle, the final 2 or 3 years of secondary
coursework, focused their time on preparing for the Leaving Certificate Examination. Although
participation in STEM and PBL activities may better prepare students for STEM-related course-
work in college and a career in STEM fields, there has been significant political pressure for the
school and students to take and perform well on the Leaving Certificate Examination (O’Reilly,
2012). Despite the political pressure brought on by performance on the Leaving Certificate
Examination, there has been an overall increase in students’ participation in science and technol-
ogy fairs and competitions, such as SciFest. These fairs and competitions are providing students
with opportunities to participate in STEM and PBL educational and instructional experiences
prior to the completion of their Senior Cycle. Participation in the science and technology fairs
and competitions may also increase female students’ participation in STEM coursework in
college and encourage them to seek STEM-related careers. School principals and volunteer
teachers are actively providing IBL opportunities through science and technology fairs and
competitions. Wagner (2008) defined 21st-century skills as critical thinking, collaboration,
adaptability, initiative, effective oral and written communication skills, the ability to access and
analyze information, and curiosity and imagination.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 78
The purpose of this study was to understand the influence of globalization and educa-
tional policy on the development of 21st-century skills through the implementation of STEM
education and inquiry-based instructional practices such as PBL as well as students’ participation
in science competitions. The study examined how participation in SciFest has prepared students
for the Leaving Certificate Exam and has influences school leadership practices, female students’
interest in STEM courses, and stakeholders’ perceptions of the value of SciFest participation.
Four research questions guided the study:
1. How do schools engage in SciFest while preparing students for the Leaving Certifi-
cate Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students interest in enrolling in
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/uni-
versity professors, and MNCs have regarding the value of students’ participation in SciFest?
Six frameworks were selected to provide insight and focus for the study, including
included analysis of the data and finding themes within the data: (a) Acker’s (1987) feminist
theory, (b) Bolman and Deal’s (2013) four frames of organizational leadership, (c) Friedman’s
(2007) framework of globalization, (d) Slough and Milam’s (2013) design principles for PBL and
STEM, (e) Spring’s (2015) world educational culture, and (f) Wagner’s (2008) survival skills for
the 21st century. Each of these frameworks was used to gain greater insight with respect to
understanding the role of science and technology fairs in Ireland and their outcomes on students.
Chapter Four consists of a short description of the school that the researcher selected for
the study, a review of the research design, and a description of the participants in the study.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 79
Following the review, the chapter continues by outlining the findings as a result of the various
surveys, interviews, and observations conducted. For each research question, themes emerged
that were connected to the literature and frameworks utilized for the study. The triangulation of
data among the three protocols, as well as among the various participants, substantiated the
themes. The chapter concludes with a summary of the findings for all of the research questions.
Study School
The researcher’s assigned school site was SICS, located in a suburb of Cork. The school
is approximately 12 miles southeast of the city center. SICS operates under the joint trusteeship
of the Cork ETB and the Diocese of Cork and Ross. It is a co-educational school with a current
enrolment of 1,146. The school has an open enrolment policy, catering to the needs of all
students in the local municipality and the surrounding areas. A broad and wide-ranging postpri-
mary curriculum is offered, including the Junior Certificate, an optional Transition Year, the
Leaving Certificate Vocational Program, the Leaving Certificate Applied, and the established
Leaving Certificate. The school has a unit that caters to students with autistic spectrum disor-
ders. A significant adult education program, which is based on the needs and interests of the
community, is also provided (Ireland DES, 2017a).
Research Design
The research team for this study consisted of 13 doctoral students from the USC Rossier
School of Education. The study was conducted under the supervision of the dissertation chair,
Dr. Michael Escalante, Professor of Clinical Education. Each member of the research team was
also a practitioner in Los Angeles area local school districts. The research team took over 2 years
of coursework and met regularly to develop the study and all of the corresponding documents,
including data collection protocols, literature sources, and conceptual frameworks. This thematic
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 80
approach to the research team’s individual dissertations built on the work of two previous
research teams that conducted similar research in Costa Rica and Ireland. Despite the similari-
ties, each member of the research team gathered individual data from an assigned school site, and
each research team member has prepared an individual and distinct dissertation.
Study Participants
In Ireland, team members interviewed and surveyed students, teachers, and school site
educational leaders. The team members also surveyed and interviewed political and educational
policymakers and business leaders. All participants were purposefully selected to ensure that
they had the appropriate knowledge to provide data to address the research questions (Merriam &
Tisdell, 2016). An important part of this research study was interviewing and surveying students,
teachers, and educational leaders who had knowledge of or had participated in SciFest. Observa-
tions were conducted at assigned schools and at a SciFest science competition at the Cork Insti-
tute of Technology. The data collection instruments helped to gather important data about the
effects of globalization, SciFest, instructional strategies in STEM and PBL on students’ develop-
ment of 21st-century skills, and the selection of STEM coursework in the senior and third levels.
An emphasis on the effects of the above research topics was related to female students. The
educational leaders and policymakers were purposefully selected based on recommendations
from SciFest staff members, as well as school leaders and business contacts. The research team
contacted individuals who were actively involved in the Irish educational system and who had a
direct influence on educational policymaking, political leadership, and business leadership. The
business leaders were purposefully selected based on their connection to SciFest and their
MNCs’ investment in the economy of Ireland. These individuals helped the research team to
gain knowledge and understanding of the relationship between MNCs and science and
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 81
technology fairs such as SciFest. The research team also gained knowledge on the participants’
understanding of STEM education and its value to MNCs.
Data for this study were gathered from the SICS administrators, teachers, and students
using surveys, interviews, and observations. That information was then compared to the
responses, surveys, interviews, and observations gathered from the 12 other research team mem-
bers’ schools and from participants in the SciFest at College competition held at the Cork Insti-
tute of Technology. The survey data reflected the number of surveys submitted; however, not all
survey participants answered all questions. Interview and survey data gathered from political
leaders and MNC leaders were shared across the research team and used to triangulate (Creswell,
2014) the information gathered from each individual site. Table 3 summarizes the participants
involved in the study.
Findings for Research Question 1
Research Question 1 asked, “How do schools engage in SciFest while preparing students
for the Leaving Certificate Examination?” Following completion of the upper secondary
program, the majority of Irish students take a nationally standardized assessment called the
Leaving Certificate Exams. Results of these assessments are used to determine a student’s eli-
gibility for entry into higher education (Smyth et al., 2011). Due to the high stakes nature of the
Leaving Certificate Exam, third- or senior-level students spend the majority of their academic
activities on preparing for these exams. Often students forego other activities that they may
enjoy, such as science fairs, because preparation for the Leaving Certificate Exams is paramount.
Sahin (2013) found that students who participated in science fairs had a greater likelihood of
majoring in STEM-related fields in postsecondary school. Sahin also found that after-school
science clubs generally promoted student participation in science fairs and that science clubs had
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 82
Table 3
Summary of Participants, Their Organization/Position, and Data Types
Participants Organizations/positions Data type(s)
Students
7 students SICS Interview
131 students SICS Survey
1,295 students All schools in study Survey, interview
Parents
3 parents SICS Interview
15 parents SICS Survey
76 parents All schools in study Survey, interview
Teachers and administrators
4 teachers/administrators SICS Interview
9 teachers/administrators SICS Survey
92 teachers/administrators All schools in study Survey, interview
19 business leaders Various organizations and MNCs Survey, interview
12 political leaders/educational Various organizations Survey/interview
policymakers
Note. SICS= Southern Ireland Community School, a pseudonym for researcher’s assigned
school; MNC = multinational corporation.
the same correlation to students pursuing postsecondary STEM majors in colleges. Czerniak and
Lumpe (1996) found that learning something new was a positive outcome for students in science
fairs.
The Irish economy is centered on FDI and MNCs. The Irish postsecondary educational
system must continue to produce workers with a background in technology and 21st-century
skills (Dorgan, 2006). Research Question 1 examined perceptions regarding participation in
science fairs and preparation for state examinations, such as the Leaving Certificate Exams.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 83
Determining a connection between current industries’ needs and educational practices (Spring,
2015) was at the center of Research Question 1. After examining the data related to the surveys,
interviews, and observations, two major themes presented themselves. The first theme was that
there was a variance in perception among stakeholders regarding whether or not participation in
SciFest was helping to prepare students for state examinations. The second theme was that there
was a perception that teachers and school leaders employed strategies to encourage participation
in SciFest.
Theme 1: Variance in Perception Among Stakeholders Regarding Whether or Not Partici-
pation in SciFest Helped to Prepare Students for State Examinations
During the review of the literature, it was noted that the secondary system is comprised of
a 3-year lower secondary program. At the end of the 3rd year, students take a nationally stan-
dardized examination called the Junior Certificate (Banks et al., 2014). Results on this examina-
tion influence the types of programs that a student can access in the upper secondary level. Upon
completion of the Junior Cycle, and possibly an optional Transition Year, some students partici-
pate in a Senior Cycle. The 2-year upper secondary program is differentiated into various tracks.
Following completion of the upper secondary program, the majority of Irish students take another
nationally standardized assessment called the Leaving Certificate Exam, the results of which are
used to determine a student’s eligibility for entry into higher education (Smyth et al., 2011). The
high-stakes nature of the Leaving Certificate Exam greatly influences Irish students’ course of
study, including participation in extra and co-curricular activities during the Senior Cycle.
Several survey questions and interview questions were asked about the preparation for
state examinations and participation in science fairs such as SciFest. The data related to
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 84
participation in SciFest and preparation for student examinations yielded a variance in agreement
among the various stakeholder groups.
The teachers and school leaders at SICS indicated a 77% agreement level regarding
participation in SciFest preparing students for state examinations (see Table 4). The data gath-
ered from SICS were aligned with the information gathered from all schools in the study. For all
schools, 73% agreed that participating in SciFest prepared students for state examinations (Table
4).
Likewise, the SICS parents indicated a high level of agreement regarding participation in
SciFest and preparation for state examinations. Of the parents surveyed at SICS, 73% agreed that
participating in SciFest prepared students for state examinations. The data from all parents
indicated slightly less percentages. For all parents surveyed, 60% agreed that participating in
SciFest prepared students for state examinations (see Table 5). Although the sample size was
much smaller, 66% of business leaders and education and government policymakers agreed that
participating in SciFest prepared students for state examinations (see Table 6).
Students’ responses to these questions showed the greatest variance. At SICS, only 30%
of surveyed students agreed that participating in SciFest prepared them for state examinations.
Overall, 41% of students agreed participating in SciFest prepared them for state examinations
(see Table 7). This drop in percentages may be correlated to ambiguity between the Junior Cer-
tificate examinations and the Leaving Certificate Examinations in that both are state examina-
tions.
Czerniak and Lumpe (1996) found that learning something new had a positive outcome
for students in science fairs. Abernathy and Vineyard (2001) supported this research. These
authors surveyed adolescent students regarding their perceived outcomes from participation in
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 85
Table 4
Responses Indicating That Teachers and School Leaders Perceived That Students’ Participation
in Science Competitions Supported Students’ Success on State Examinations: Southern Ireland
Community School (SICS) and All Teachers and School Leaders
SICS teachers and All teachers and
Survey item and response categories school leaders school leaders
Participation in SciFest prepares students to be
successful on state examinations.
Strongly Agree 3 16
Agree 4 42
Neutral 1 10
Disagree 1 6
Strongly Disagree 0 1
Don’t Know 0 5
School leadership encourages participation in SciFest
to support students’ success on state examinations.
Strongly Agree 2 20
Agree 6 43
Neutral 1 11
Disagree 0 3
Strongly Disagree 0 1
Don’t Know 0 2
Teachers encourage participation in SciFest to support
students’ success on state examinations.
Strongly Agree 4 20
Agree 3 38
Neutral 2 12
Disagree 0 5
Strongly Disagree 0 2
Don’t Know 0 3
School leadership employs strategies to positively
influence school participation in SciFest.
Strongly Agree 1 20
Agree 7 43
Neutral 0 11
Disagree 1 4
Strongly Disagree 0 1
Don’t Know 1 1
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 86
Table 4 (continued)
SICS teachers and All teachers and
Survey item and response categories school leaders school leaders
Teachers employ strategies to positively influence
school participation in SciFest.
Strongly Agree 7 33
Agree 2 34
Neutral 0 2
Disagree 0 0
Strongly Disagree 0 1
Don’t Know 0 1
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 87
Table 5
Responses Indicating Parents’ Perceptions Regarding Whether Participation in Science Compe-
titions Supports Students’ Success on State Examinations: Southern Ireland Community School
(SICS) Parents and All Parents
Survey item and response categories SICS parents All parents
Participation in SciFest prepares students to be
successful on state examinations.
Strongly Agree 5 10
Agree 5 24
Neutral 3 11
Disagree 1 5
Strongly Disagree 0 1
Don’t Know 1 7
School leadership at my child’s school encourages partici-
pation in SciFest to support students’ success on state
examinations.
Strongly Agree 3 7
Agree 8 28
Neutral 3 11
Disagree 0 3
Strongly Disagree 0 0
Don’t Know 1 9
Teachers encourage participation in SciFest activities to
support students’ success on state examinations.
Strongly Agree 2 8
Agree 11 27
Neutral 1 10
Disagree 0 4
Strongly Disagree 0 0
Don’t Know 1 8
School leadership employs strategies to positively
influence school participation in SciFest.
Strongly Agree 4 14
Agree 9 27
Neutral 0 6
Disagree 1 3
Strongly Disagree 0 0
Don’t Know 1 7
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 88
Table 5 (continued)
Survey item and response categories SICS parents All parents
Teachers employ strategies to positively influence school
participation in SciFest.
Strongly Agree 3 11
Agree 7 20
Neutral 1 7
Disagree 0 1
Strongly Disagree 0 0
Don’t Know 0 11
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 89
Table 6
Responses Indicating Business Leaders and Education and Government Policymakers’ Percep-
tions Regarding Whether Participation in Science Competitions Supports Students’ Success on
State Examinations
Business Political Policy-
Survey item and response categories leaders leaders makers
Participation in SciFest prepares students to be successful on
state examinations.
Strongly Agree 0 0 4
Agree 0 0 0
Neutral 0 0 0
Disagree 0 0 0
Strongly Disagree 1 0 0
Don’t Know 0 0 1
School leadership at my child’s school encourages partici-
pation in SciFest to support students’ success on state
examinations.
Strongly Agree 0 0 1
Agree 0 0 1
Neutral 0 0 2
Disagree 0 0 0
Strongly Disagree 1 0 0
Don’t Know 0 0 1
Teachers encourage participation in SciFest activities to
support students’ success on state examinations.
Strongly Agree 0 0 0
Agree 0 0 0
Neutral 0 0 1
Disagree 0 0 3
Strongly Disagree 0 0 1
Don’t Know 0 0 0
School leadership employs strategies to positively influ-
ence school participation in SciFest.
Strongly Agree 0 0 2
Agree 0 0 1
Neutral 0 0 0
Disagree 0 0 0
Strongly Disagree 0 0 0
Don’t Know 1 0 0
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 90
Table 6 (continued)
Business Political Policy-
Survey item and response categories leaders leaders makers
School leadership works with teachers to align SciFest
activities with the state examinations.
Strongly Agree 0 0 0
Agree 0 0 0
Neutral 0 0 1
Disagree 0 0 3
Strongly Disagree 0 0 1
Don’t Know 1 0 0
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 91
Table 7
Responses Indicating Students’ Perceptions Regarding Whether or Not Participation in Science
Competitions Supports Students’ Success on State Examinations: Southern Ireland Community
School (SICS) and All Students
Survey item and response categories SICS students All students
Participation in SciFest prepares students to be successful
on state examinations.
Strongly Agree 2 85
Agree 36 402
Neutral 31 359
Disagree 42 235
Strongly Disagree 11 42
Don’t Know 8 75
School leadership in my school encourages participation in
SciFest to support students’ success on state examinations.
Strongly Agree 8 170
Agree 63 493
Neutral 26 273
Disagree 22 128
Strongly Disagree 2 29
Don’t Know 9 90
Teachers encourage participation in SciFest activities to
support students’ success on state examinations.
Strongly Agree 22 223
Agree 57 526
Neutral 28 243
Disagree 14 119
Strongly Disagree 2 23
Don’t Know 7 54
School leadership employs strategies to positively influ-
ence school participation in SciFest.
Strongly Agree 20 196
Agree 66 534
Neutral 22 269
Disagree 14 82
Strongly Disagree 1 23
Don’t Know 6 103
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 92
Table 7 (continued)
Survey item and response categories SICS students All students
Teachers employ strategies to positive influence school
participation in SciFest. 12 241
Agree 41 483
Neutral 10 158
Disagree 4 50
Strongly Disagree 1 19
Don’t Know 4 64
science fairs. It should be noted that participation in science fairs was mostly voluntary, thus
indicating that the students may have been predisposed to give positive feedback. The fact that
the students enjoyed the project-based nature of their work was transferable to STEM course-
work that was part of the core curriculum (Abernathy & Vineyard, 2001).
Interview comments by students at SICS were more positive than the survey responses
about SciFest preparing them for state examinations. It should be noted that at SICS, students
generally participate in SciFest during their Transition Year. The students interviewed had all
voluntarily participated in SciFest. SICS students understood that the skills used when partici-
pating in SciFest would transfer to preparation for the state exams. Student 1 noted that
SciFest involves a lot of preparation, a lot of organization skills, a lot of working as a
team. For the state exams, a lot of studying goes into them. They are very hard, obvi-
ously. A lot of organization goes into it, a lot of study. The same kind of skills are used
in SciFest would be used in preparing for the state exams. (interview, April 20, 2018)
Wagner’s (2008) first survival skill is critical thinking and problem solving. Critical
thinking and problem solving are defined as analyzing the root of a problem, understanding how
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 93
the problem evolved, and taking a systematic approach to solving the problem. Student 5 was
able to make this connection to SciFest and state examinations:
It’s involvement and actually doing stuff, because that’ll help us to remember it easier if
we’re in an exam trying to think of what it was—oh yeah, that day we did that. We are
going to remember it more than just reading it out of a book. (interview, April 20, 2018)
The students understood that deeper learning happened through critical thinking and analysis and
that these skills would prepare them much better for state examinations than drill and kill, or rote
exercises.
Teachers and school leaders at SICS also believed that SciFest prepared the students for
state examinations. The deputy principal stated that SciFest might be responsible for an increase
in students taking science and STEM course in their Senior Cycle:
Anecdotally, I would think and I would expect, we have a high uptake of STEM subjects
in the school. Anecdotally from my impressions, I would say yes, it has a positive
impact, but I do not have empirical evidence to that effect. (interview, April 20, 2018)
Teacher 1 commented:
I think the two work in tandem. I believe that an inquiry-based education is very, very
important to develop the students’ skills and to make them think critically—to be able to
think outside the box. It is a great way to learn by doing. For example, my background is
chemistry, so I believe in as much practical as possible because I think they will remem-
ber it better. If they do something wrong in an inquiry-based investigation, they can learn
from their mistakes. They will never forget it, rather than it being all books and being
didactic. (interview, April 20, 2018)
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 94
Both teachers and students identified inquiry-based practices as critical preparation for state
examinations.
SICS parents felt that SciFest prepared their students for state examinations. The parents
reiterated the theme that IBL prepared the students for state examinations. Parent 2 contended
that
whenever you do something extra like that, co-curricular like that, I think it always has
some kind of an impact. It is worth it. It has an impact, but it is like everything in life—
there are pros and cons to everything, and I think the pros outweigh the cons. (interview,
April 20, 2018)
Parent 1 noted that
the enjoyment aspect of it definitely influences the choice of subjects in 5th and 6th year.
In my own house, doing at least one science subject seems to be obligatory going into the
5th and 6th year. The choice was usually biology, but both my daughters have chemistry
and biology. (interview, April 20. 2018)
SciFest has influenced students to continue with science courses in their Senior Cycle.
According to Slough and Milam (2013), “effective instruction provides students opportunities to
ask their own questions, conduct investigations, evaluate evidence, develop theories, and partici-
pate in scientific learning” (p. 16). The IBL evident in SciFest influences students’ decisions to
pursue STEM courses in the Senior Cycle.
Representatives from MNCs also made the connection that SciFest builds skills that are
important for success on the Leaving Certificate. The representative from Cisco said that
it’s important for the students that they’re interested in science and technology, and those
type of things. If they’re going to be taking those Leaving Certs, then they should
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 95
certainly use that as motivation in a way to be connected to some of the things that they
might be interested in. SciFest and participation in science fairs teach a lot of really,
really critical skills. (interview, April 19, 2018)
During the interviews, it became evident that there was a belief among stakeholders that
SciFest built 21st-century skills and that development of these skills might assist in preparation
for state examinations. This preparation was even more evident if students were taking STEM
courses as part of their Senior Cycle and intended to taking Leaving Certificate Exams in those
subjects.
During classroom observation periods, the researchers witnessed a variety of science and
mathematics lessons in five teachers’ classrooms. Although the content of each lesson was
structured differently, all the lessons included some element or elements of 21st-century skills
development. Each lesson was aligned to the Leaving Certificate Examinations. Each class used
student collaboration to develop communication skills and to validate students’ learning out-
comes (personal observation, April 20, 2018).
Theme 2: Perception That Teachers and School Leaders Employ Strategies to Encourage
Participation in SciFest
During the review of the literature, it was noted that school leadership is important in
developing 21st-century skills and connecting the outside world to the educational system.
Fullan (2014) identified three important keys for principals if they are to be effective leaders in
21st-century schools, the first being leading learning: “Leading learning is to lead the school’s
teachers in a process of learning to improve their teaching, while learning alongside them about
what works and what doesn’t” (p. 55). The new role of the principal is to be actively involved in
developing capacity among the school’s teachers. The second key is being a district and system
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 96
player. As the globalization of education has had a profound impact on schools, the principal and
school leaders must make profound changes in the way in which they interact with the outside
world. Similarly, Northouse (2016) defined leadership as the process by which a person influ-
ences a group to achieve a common goal that, in the case of this study, would be student partici-
pation in SciFest and preparation for state examinations.
Several survey questions and interview questions were asked about the school leaders and
teachers and how they encouraged participation in SciFest that, in turn, prepares students for state
examinations. The data about the school leadership indicated consistent agreement among the
various stakeholder groups that school leadership has encouraged participation in SciFest.
The teachers and school leaders at SICS showed an 89% agreement level that school
leadership encouraged participation in SciFest to support student success on state examinations, a
77% agreement level that teachers encouraged participation in SciFest activities to support
students’ success on state examinations, an 89% agreement level that school leadership employed
strategies to positively influence school participation in SciFest, and an 89% agreement level that
teachers encouraged participation in SciFest activities to support students’ success on state
examinations (Table 4).
The students at SICS indicated a 54% agreement level that school leadership encouraged
participation in SciFest to support students’ success on state examinations, a 61% agreement
level that teachers encourage participation in SciFest activities to support students’ success on
state examinations, and a 66% agreement level that school leadership employed strategies to
positively influence school participation in SciFest (Table 7).
The parents at SICS indicated a 73% agreement level that school leadership encouraged
participation in SciFest to support students’ success on state examinations, an 86% agreement
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 97
level that teachers encouraged participation in SciFest activities to support students’ success on
state examinations, and an 87% agreement level that school leadership employed strategies to
positively influence school participation in SciFest (see Table 5).
From both a theoretical and practical perspective, it is important for the principal or
school leader to understand the organizational leadership frame. Understanding this frame
allows the leader to make decisions based on organizational dynamics that may significantly
change the leadership practices and strategies that are employed. Bolman and Deal (2013)
identified four frames that help the leader to conceptualize the needs of the organization: struc-
tural, human resource, political, and symbolic. All played a significant role for school leaders at
SICS as they navigated organizational changes and attempted to improve students’ outcomes,
success on the Leaving Certificate Exam and development of 21st-century skills, by encouraging
participation in SciFest.
Interview comments by school leaders and teachers at SICS supported the belief that
school leaders and teachers encouraged participation in SciFest in order for students to be suc-
cessful on state examinations. Teacher 3 said:
I suppose the idea that money does talk. When you say to students, a school like this with
a limited budget and limited resources, that management has seen that SciFest is an
integral part of their Transition Year education program—that they are willing to invest
so much money into it in terms of prizes, and initial outlay cost—I suppose they know.
(interview, April 20, 2018)
The school principal and the governing board were making a substantial financial invest-
ment by offering a large SciFest program. Teacher 1 elaborated on the idea that by offering the
Transition Year program to a large number of students increased SciFest participation:
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 98
We have our 4th-year program, which is a gap year, where they get a broad number of
subjects. For example, if they went directly from their 3rd year into the senior school,
from junior to senior, they may not choose physics, or not choose chemistry, or not
choose engineering, or any of the STEM subjects. Whereas now, they have a broader
approach in our school. (interview, April 20, 2018)
The teachers recognized the structural frame, which creates increased opportunities for the
students to participate in SciFest.
Interview comments by students also indicated agreement that school leaders and teachers
encouraged participation in SciFest in order for students to be successful on state examinations.
They commented more on the teachers’ role in encouraging and supporting students’ SciFest
participation. Student 3 noted:
I did a project with a friend of mine. We weren’t 100% sure. We kind of had a rough
idea, but one of the science teachers here, Mrs. [name], she was a fantastic help with this.
Any questions we had, she answered. She’s just all around great help with it. (interview,
April 20, 2018)
During classroom observation periods, the researchers did not observe strategies intended
to affect SciFest on a larger (schoolwide) scale. It should be noted that SICS and other schools in
the study used social media, mass communication, and in-school marketing to encourage partici-
pation in SciFest. The researchers did see posters and bulletin boards promoting SciFest, recog-
nizing participants, and recognizing individual achievement (personal observations, April 20,
2018).
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 99
Findings for Research Question 2
Research Question 2 asked, “How does school leadership influence participation in
SciFest?” Fullan (2014) found that two of the seven required competencies for becoming a
change agent are building trust through clear communication and expectations and creating a
commonly owned plan for success. The concept of a change agent for Irish school leaders is
important because the Ireland DES (2017b) is taking steps to incorporate more STEM into the
curriculum and to create greater alignment between the curriculum and state examinations. The
DES acknowledges that there is an uptick in STEM coursework at the Senior Cycle level but
more work has to be done. The STEM Education Policy Statement 2017–2019 (Ireland DES,
2017b) states that “while the increased participation rates in certain STEM subject areas is to be
welcomed, there remains a strong need to concentrate strategic initiatives on the uptake of STEM
subjects at Leaving Certificate” (p. 11). School leaders will have to develop a clear and common
vision for their schools and will require strong leadership skills to create stakeholder buy-in to
these plans.
After examining data related to the surveys, interviews, and observations, two major
themes presented themselves. The first theme was that there was a perception among stakeholder
groups that SciFest activities were not fully aligned with state examinations. The second theme
was that there was a perception among stakeholder groups that the school leadership had effec-
tively created and communicated a shared vision for the implementation of SciFest.
Theme 1: Perception Among Stakeholder Groups That SciFest Activities Were Not Fully
Aligned With State Examinations
During the review of the literature, it was noted that state examinations are high stakes
and that these examinations, particularly the Leaving Certificate Exams, have a profound impact
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 100
on Irish students’ third-level (college and university) attainment. O’Reilly (2012) explained that
the senior level of education in Ireland leads students to one of three types of programs. A
Leaving Certificate Program path allows students to take an examination at the end of their final
year to assess their college readiness. Many students and parents have argued that the weight
placed on a single examination is too great, as it determines a student’s pathway through life.
Teachers have argued that the examination narrows their curriculum in that students care only
about material that will be on their Leaving Certificate Examination (O’Reilly, 2012).
The survey asked about the alignment of SciFest activities and state examinations. The
SICS teachers and school leaders responded at a 33.3% agreement level that SciFest activities
were aligned with state examinations. All teachers surveyed responded at a 42.6% agreement
level. It is important to note that the majority of SICS teachers completing the survey were
science teachers and had had students participate in SciFest (see Table 8).
SICS students responded at a 35.4% agreement level that SciFest activities were aligned
with state examinations. All students surveyed responded at a 38.4% agreement level (see Table
9).
SICS parents responded at a 60% agreement level that SciFest activities were aligned to
state examinations. It should be noted that the overall parent response was 40% agreement that
SciFest activities were aligned to state examinations. The parents surveyed at SICS were parents
of students who had participated in SciFest during their optional Transition Year (see Table 10).
Business leaders and educational and political policymakers surveyed were either neutral
(75%) or disagreed (25%) that SciFest activities were aligned with state examinations. It should
be noted that there were limited responses from this stakeholder group (see Table 11).
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 101
Table 8
Responses Indicating Teachers’ and School Leaders’ Perceptions Regarding How School Lead-
ership Has Influenced Participation in SciFest: Southern Ireland Community School (SICS) and
All Teachers and School Leaders
SICS teachers and All teachers and
Survey item and response categories school leaders school leaders
School leadership works with teachers to align SciFest
activities with the state examinations.
Strongly Agree 1 9
Agree 2 25
Neutral 3 24
Disagree 3 7
Strongly Disagree 0 6
Don’t Know 0 9
School leadership develops a shared vision for imple-
menting SciFest at the school.
Strongly Agree 4 13
Agree 4 36
Neutral 1 17
Disagree 0 3
Strongly Disagree 0 1
Don’t Know 0 7
School leadership effectively communicates a shared
vision to all stakeholders (e.g., students, parents,
teachers, etc.) for implementing SciFest competitions
at the school.
Strongly Agree 3 9
Agree 3 28
Neutral 3 24
Disagree 0 6
Strongly Disagree 0 3
Don’t Know 0 6
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 102
Table 8 (continued)
SICS teachers and All teachers and
Survey item and response categories school leaders school leaders
School leadership is a positive influence on SciFest
competitions at my school.
Strongly Agree 6 22
Agree 2 41
Neutral 0 8
Disagree 1 4
Strongly Disagree 0 0
Don’t Know 0 2
School leadership allocates financial resources to
effectively implement SciFest at my school.
Strongly Agree 4 16
Agree 3 23
Neutral 1 13
Disagree 0 7
Strongly Disagree 0 0
Don’t Know 1 17
School leadership provides support, including time,
materials, and training, for participation in SciFest.
Strongly Agree 2 8
Agree 3 37
Neutral 4 17
Disagree 0 5
Strongly Disagree 0 2
Don’t Know 0 6
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 103
Table 9
Responses Indicating Students’ Perceptions on How School Leadership Has Influenced
Participation in SciFest: Southern Ireland Community School (SICS) and All Students
Survey item and response categories SICS students All students
School leadership works with teachers to align SciFest
activities with the state examinations.
Strongly Agree 32 346
Agree 37 290
Neutral 31 157
Disagree 1 48
Strongly Disagree 15 239
Don’t Know 14 111
School leadership develops a shared vision for imple-
menting SciFest at the school.
Strongly Agree 8 117
Agree 65 457
Neutral 32 266
Disagree 6 73
Strongly Disagree 2 16
Don’t Know 15 218
School leadership effectively communicates a shared
vision to all stakeholders (students, parents, teachers,
etc.) for implementing SciFest competitions at the
school.
Strongly Agree 10 105
Agree 48 401
Neutral 32 268
Disagree 17 124
Strongly Disagree 2 34
Don’t Know 20 216
School leadership is a positive influence on SciFest
competition at my school.
Strongly Agree 21 238
Agree 67 522
Neutral 21 188
Disagree 7 60
Strongly Disagree 3 21
Don’t Know 9 118
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 104
Table 9 (continued)
Survey item and response categories SICS students All students
School leadership allocates financial resources to effec-
tively implement SciFest at my school.
Strongly Agree 21 121
Agree 62 347
Neutral 17 257
Disagree 11 118
Strongly Disagree 8 53
Don’t Know 9 241
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 105
Table 10
Responses Indicating Parents’ Perceptions on How School Leadership Has Influenced Partici-
pation in SciFest: Southern Ireland Community School (SICS) Parents and All Parents
Survey item and response categories SICS parents All parents
School leadership works with teachers to align SciFest
activities with the state examinations.
Strongly Agree 3 5
Agree 6 17
Neutral 2 8
Disagree 0 2
Strongly Disagree 0 2
Don’t Know 4 21
School leadership develops a shared vision for imple-
menting SciFest at the school.
Strongly Agree 5 7
Agree 6 22
Neutral 2 7
Disagree 0 0
Strongly Disagree 0 0
Don’t Know 2 17
School leadership effectively communicates a shared
vision to all stakeholders (e.g., students, parents,
teachers, etc.) for implementing SciFest competitions
at the school.
Strongly Agree 1 2
Agree 5 18
Neutral 4 0
Disagree 1 6
Strongly Disagree 1 2
Don’t Know 3 16
School leadership is a positive influence on SciFest
competitions at my school.
Strongly Agree 3 6
Agree 8 26
Neutral 2 5
Disagree 0 2
Strongly Disagree 0 0
Don’t Know 2 14
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 106
Table 10 (continued)
Survey item and response categories SICS parents All parents
School leadership allocates adequate financial resources
to effectively implement SciFest at my school.
Strongly Agree 4 5
Agree 6 26
Neutral 3 9
Disagree 0 1
Strongly Disagree 0 0
Don’t Know 2 12
School leadership provides support, including time,
materials, and training, for participation in SciFest.
Strongly Agree 4 6
Agree 8 26
Neutral 1 6
Disagree 0 1
Strongly Disagree 0 0
Don’t Know 2 13
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 107
Table 11
Responses Indicating Business Leaders’ and Education and Government Policymakers’ Percep-
tions on How School Leadership Influences Participation in SciFest
Business Political Policy-
Survey item and response categories leaders leaders makers
School leadership works with teachers to align SciFest
activities with the state examinations.
Strongly Agree 0 0 0
Agree 0 0 0
Neutral 0 0 3
Disagree 0 0 1
Strongly Disagree 0 0 0
Don’t Know 1 0 0
School leadership develops a shared vision for imple-
menting SciFest at the school.
Strongly Agree 0 0 0
Agree 0 0 1
Neutral 0 0 3
Disagree 0 0 0
Strongly Disagree 0 0 0
Don’t Know 1 0 0
School leadership effectively communicates a shared
vision to all stakeholders (students, parents, teachers,
etc.) for implementing SciFest competitions at the
school.
Strongly Agree 0 0 0
Agree 0 0 2
Neutral 0 0 2
Disagree 0 0 0
Strongly Disagree 0 0 0
Don’t Know 1 0 0
School leadership is a positive influence on SciFest
competitions at the school.
Strongly Agree 0 0 0
Agree 0 0 4
Neutral 0 0 0
Disagree 0 0 0
Strongly Disagree 0 0 0
Don’t Know 1 0 0
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 108
Table 11 (continued)
Business Political Policy-
Survey item and response categories leaders leaders makers
School leadership allocates adequate financial resources
to effectively implement SciFest at the school.
Strongly Agree 0 0 0
Agree 0 0 3
Neutral 0 0 1
Disagree 0 0 0
Strongly Disagree 0 0 0
Don’t Know 1 0 0
School leadership provides support, including time,
materials, and training, for participation in SciFest.
Strongly Agree 0 0 0
Agree 0 0 2
Neutral 0 0 1
Disagree 0 0 1
Strongly Disagree 0 0 0
Don’t Know 0 0 0
Fullan (2018) found that there were three keys to modern school leadership: (a) Be an
agent of change; (b) be a systems player; and (c) lead the learning. The SICS Deputy Principal of
the school stated regarding the principals role:
The principal at SICS has responsibilities beyond the supervision of the school. He is a
member of the local council that governs the school, and he serves on various committees
and boards that provide input on policy. His roles and responsibilities outside the school
may provide an opportunity to influence policy and practice, particularly changing the
state examinations to be more aligned with STEM and PBL activities. He may also have
influence in the creation of STEM pathways in the Senior Cycle that are aligned with the
state examinations. (interview, April 20, 2018)
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 109
Interview comments by teachers and school leaders at SICS supported the belief that
although the curriculum may not be aligned, SciFest builds skills that are important. Teacher 3
noted that
SciFest is not a once-in-a-lifetime opportunity, but a once-in-their-school, their second
school lifetime, opportunity to engage in something completely different. To develop a
set of skills they are going to need for their Leaving Cert. It is the idea that they can
actually work on their own, because up until now, they have been led by the hand. (inter-
view, April 20, 2018)
The ability to work independently is an important skill due to the great amount of preparation
that goes into SciFest. Teacher 1 commented:
I can see the problem because I also enter students in our science olympiads, or in the
Young Scientists. I’ve come across that teachers can be concerned out about students
participating in these science fairs, and the time it’s taking from their other subjects. I
think for the main part, these students are learning. What they are learning, STEM
subjects, is going to help them in all subjects. (interview, April 20, 2018)
Teacher 1 taught science and STEM at SICS. Again, this teacher saw the benefits of students
participating in SciFest and the subsequent development of skills. The math and science teachers
acknowledged that other teachers saw SciFest as taking away from time spent on other
coursework or preparation for the state examinations. The Deputy Principal said:
We try our best with anything like that to make sure that the preparations don’t impact on
other subject areas or other areas of learning. I don’t think they could be seen to have a
negative effect in the particular areas covered by the science fairs. (interview, April 20,
2018)
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 110
All of these statements downplayed the impact of SciFest on preparation for state exami-
nations. None of the statements quoted or any statements from SICS teachers or school leaders
spoke to alignment between SciFest and state examinations (i.e., there was a correlation between
SciFest and the approved curriculum). The survey participants did discuss SciFest and its effect
on the development of 21st-century skills, organizational skills, and independent learning skills
rather than SciFest’s effect on preparation for state examinations.
Observations related to this theme were not easily identifiable while the researcher was at
SICS or at other locations. This theme was exhibited through the types of questions, lesson
designs, and resources used in the classrooms that there was a strong emphasis on state examina-
tions. All of the classrooms observed at SICS were science classrooms. Observation 3 took
place in a Junior Cycle physical science class. The students worked independently on a water
solubility experiment and recorded their own findings. There was little evidence of PBL or
21st-century learning (personal observation, April 20, 2018).
Theme 2: Perception Among Stakeholder Groups That School Leadership Had Effectively
Created and Communicated a Shared Vision for the Implementation of SciFest
Northouse (2016) defined leadership as the process by which a person influences a group
to achieve a common goal. Northouse identified specific theories on leadership as well as the
characteristics that leaders must have if they are going to lead organizational change: Leadership
involves influence; leadership must occur within a group; and leadership becomes evident when
the group has common goals. In order to implement a successful SciFest program, the school
leaders must develop a shared vision and a shared belief that SciFest is beneficial to all students.
Participation in SciFest must create positive outcomes and build academic skills.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 111
The survey asked questions regarding the school leaders’ development and communica-
tion of a shared vision for SciFest implementation. SICS teachers and school leaders responded
at an 88.8% agreement level that the school leadership had implemented a shared vision for
SciFest. This finding percentage was compared with all teachers and school leaders, who
responded with a 63.7% agreement level. SICS teachers and school leaders responded with a
66.6% agreement level that school leadership effectively communicated to all stakeholder groups
a shared vision for implementing SciFest; all teachers responded with a 48.6% agreement level
(see Table 8).
SICS students responded with a 57.1% agreement level that the school leadership had
implemented a shared vision for SciFest. This finding was compared with all students, who
responded with a 50% agreement level. SICS students responded with 50% agreement that
school leadership effectively communicated a shared vision for implementing SciFest to all
stakeholder groups; all students indicated a 48.6% agreement level. It should be noted that
36.7% of SICS students had responses of neutral or I don’t know on whether school leadership
had implemented a shared vision; 40.3% responded neutral or I don’t know on whether school
leadership effectively communicated a shared vision for SciFest. A lack of knowledge regarding
shared vision may have led to these response numbers. All students surveyed reported similar
neutral and I don’t know percentages (see Table 9).
Bolman and Deal’s (2013) fourth frame is the symbolic frame. Symbolic leaders make
change using a symbolic approach and focus on culture, ritual, ceremony, stories, heroes, and
heroines, myths, and charisma. Symbolic leaders also create and promote a common vision;
attend to the meaning of events; and devise relevant rituals, ceremonies, and symbols. The
symbolic frame is important for school leaders in order to balance high-stakes state examinations
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 112
and programs such as SciFest—a view that may be considered to be in conflict with preparation
for the state examinations. Within the symbolic frame, leaders use a shared vision to navigate
change and to create unity, coherence, and cohesion.
The interview data supported the data gathered by the surveys. Teacher 3 at SICS said
that “there are no barriers. There isn’t. The principal is supportive to me, and at the end of the
day, they are writing the checks and provide moral support” (interview, April 20, 2018). Leader-
ship was building capacity by providing resources to the team of teachers who were organizing
and running SciFest. Teacher 3 at SICS corroborated, “The fact that he trusts his staff to orga-
nize a big event like this. To get 170 Transition Year, students all participating in it. So, from
that point of view, obviously very forward thinking, very supportive” (interview, April 20, 2018).
Teacher 1 at SICS spoke of the collective support behind SciFest: “There’s a big drive behind
SciFest, because we find that it’s invaluable to prepare the students for the state exam and to
prepare them for life in general, and for working in our Irish economy” (interview, April 20,
2018). As a group, the teachers at SICS understood that without the support of the school leader-
ship, including financial support, they would be unable to stage SciFest at their school.
During the interviews, the students answered questions about leadership in relation to
building capacity and involving students in SciFest. Student 1 said, “I suppose our teachers here
really do take into consideration that there are people at different levels in the school, different
people, who have a different interest in science fairs” (interview, April 20, 2018). Student 2 said,
“Having the interest for it and having the drive to get it started within the school would be major
factors” (interview, April 20, 2018). School leaders must believe in SciFest in order for the rest
of the community to believe in it, too. Student 3 spoke of the benefits to students:
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 113
It has benefits socially and academically. I did a project with my friend, and we had a
great time doing it. Academically then, it got me into the mindset of working for myself
and using my own initiative. It’s just overall beneficial for everybody involved, I think.
(interview, April 20, 2018)
When asked if he would recommend that a principal implement SciFest, Student 4 replied, “I’d
say, ‘Do it.’ It just opens loads of perspectives for all students. Even if they do not want to do it,
like I said before, you learn something anyway” (interview, April 20, 2018). Student 5 was clear
on the most important trait for school leaders regarding SciFest: “Enthusiasm. Everything isn’t
going to be positive, but telling us the positives that will come out of it” (interview, April 20,
2018).
Parents also supported the idea that in order for SciFest to be successful, the principal
must engage the stakeholder groups. Parent 1 said, “I suppose the principal, or the year heads,
would celebrate achievement” (interview, April 20, 2018). An important part of SciFest at SICS
was the recognition of the students who participated and advanced to the next level of competi-
tion:
Take the leadership—we think this works, and that’s a good idea. In addition, if you are
going to have that kind of stuff, you [are] going to have to believe in it, because if you
don’t believe in it, it must be disruptive. So you’ve got to really stick with it and tell
people that you believe in it and just do it. If you believe, it needs to happen, and it is
worthwhile. (Parent 2, interview, April 20, 2018)
Similar to other stakeholder groups, parents perceived that the principal and the school leaders
must have a common set of beliefs around the importance of SciFest and that it had a benefit for
students.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 114
Representatives from MNCs and higher education leaders also recognized that school
leaders create the conditions for successful implementation of science fairs such as SciFest. The
CISCO representative stated, “The school’s leaders really help kids see how important doing
science and technology is, and how it really benefits them. I think that was really important for
the leaders” (interview, April 20, 2018). A professor of innovation at Dublin City University
also spoke to the importance of principal leadership: “I think it’s very evident in dealing with the
broader issue of STEM and inquiry-based learning, where a school principal believes in the
value. Like any leader in any organization can establish a culture; and it can endorse, support,
create time” (interview, April 20, 2018).
Observations related to this theme were not easily identifiable while at SICS or in other
locations. This theme was exhibited through the availability of STEM classes in the Junior and
Senior Cycles. STEM classes were readily available to all students as part of their course of
study, and both male and female students were enrolled in these classes. It was a source of pride
among the school leaders and teachers that students were opting into STEM classes during their
Junior and Senior Cycles. The deputy principal attributed this factor to the emphasis that the
school placed on SciFest and the quality of the school’s science teachers (interview, April 20,
2018).
Findings for Research Question 3
Research Question 3 asked, “How does participation in SciFest influence female stu-
dents’ interest in enrolling in senior-level and third-level STEM courses?” McCoy and Smyth
(2011) found that as the Irish educational system reacted to the post-Celtic Tiger era and created
more opportunity for STEM and PBL education, the number of women in STEM and PBL edu-
cation did not increase at the same rate as for male students. Women were not finding the same
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 115
opportunities to develop 21st-century skills and to prepare themselves for a knowledge-based
workforce. This factor is particularly concerning as HÓgartaigh (2009) found that historically,
Irish women, when provided the opportunity, would use the education system to increase their
employment opportunities. Beede et al. (2011) contended that “there are many possible factors
contributing to the discrepancy of women and men in STEM jobs, including a lack of female role
models, gender stereotyping, and less family-friendly flexibility in the STEM fields” (p. 4). SICS
was one of the only co-educational schools in the study. SciFest at SICS addressed two of the
identified challenges that face female students in the attainment of STEM-related coursework
and entry into STEM-related fields: (a) SciFest provides exposure to and creates interest in
STEM; and (b) STEM courses at SICS are taught by female teachers who are identified as role
models for female students.
After examining data related to the surveys, interviews, and observations, two major
themes presented themselves. The first theme was that there was a perception among female
students that participation in SciFest increased their confidence in STEM-related subjects. The
second theme was that there was a perception among school leaders, female students, and
business leaders and educational policymakers that access to female role models increased the
number of female students in STEM-related subjects.
Theme 1: Perception Among Female Students That Participation in SciFest Increased
Their Confidence in STEM-Related Subjects
During a review of the literature, it was noted that historically, female students have
pursued careers in STEM-related field at rates less than those of male students. Acker (1987)
found that the radical feminist frame in education has concentrated mainly on the male monopoli-
zation of knowledge and culture and on gender politics in schools. Strategies to overcome
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 116
gender inequity involve putting women and girls’ concerns first. Irish schools may be separated
by gender; however, this separation has come about due to the historic structure of church-
administered schools and not as an attempt to provide equity and better outcomes for students.
Several survey questions and interview questions were asked about female students’
participation in science fairs such as SciFest as well as SciFest’s effect on female students’
educational outcomes. The data around the participation in SciFest and female students’ out-
comes yielded agreement among the various stakeholder groups. The quantitative statistics will
be summarized for teachers and school leaders, parents, and business leaders and educational
policymakers separately from the student data. For this question, the students’ responses will be
summarized by gender.
SICS teachers and school leaders responded at an 77.8% agreement level that SICS has
actively encouraged and recruited female students’ participation in SciFest (see Table 12). SICS
parents responded at an 80% agreement level (see Table 13). Business leaders and educational
and political policymakers responded at an 75% agreement level (see Table 14).
SICS teachers and school leaders responded at an 66.7% agreement level that female
students have be encouraged by their parent to participate in SciFest (see Table 12). SICS
parents responded with 86.6% agreement (see Table 13). Business leaders and educational and
political policymakers responded at an 75% agreement level (see Table 14).
SICS teachers and school leaders responded with an 77.8% agreement level that SciFest
has influenced the development of female students’ interest in enrolling in senior-level STEM
courses (see Table 12); SICS parents had an 53.3% agreement level. It should be noted that
26.7% of parents responded I don’t know (see Table 13). All (100%) business leaders and
educational and political policymakers were agreement on this question (see Table 14).
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 117
Table 12
Responses Indicating Teachers’ and School Leaders’ Perceptions Regarding How Participation
in SciFest Has Influenced Female Students’ Interest in Enrolling in Senior-Level STEM Courses:
Southern Ireland Community School (SICS) and All Teachers and School Leaders
SICS teachers and All teachers and
Survey item and response categories school leaders school leaders
Female students who participate in SciFest tend not to
select maths-based or technology-based projects.
Strongly Agree 0 5
Agree 3 11
Neutral 1 21
Disagree 2 12
Strongly Disagree 1 5
Don’t Know 1 22
My child’s school actively encourages and recruits female
students to participate in SciFest.
Strongly Agree 5 22
Agree 2 12
Neutral 1 24
Disagree 1 6
Strongly Disagree 0 1
Don’t Know 0 9
Female students are encouraged by their parents to
participate in SciFest.
Strongly Agree 1 13
Agree 5 21
Neutral 1 21
Disagree 0 0
Strongly Disagree 0 0
Don’t Know 2 19
Female students have access to female role models who
influence their participation in SciFest.
Strongly Agree 4 18
Agree 5 27
Neutral 0 15
Disagree 0 2
Strongly Disagree 0 0
Don’t Know 0 11
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 118
Table 12 (continued)
SICS teachers and All teachers and
Survey item and response categories school leaders school leaders
My school actively employs strategies to increase female
students’ participation in SciFest.
Strongly Agree 0 11
Agree 4 25
Neutral 5 28
Disagree 0 1
Strongly Disagree 0 0
Don’t Know 0 9
SciFest influences the development of female students’
interest in enrolling in senior-level STEM courses.
Strongly Agree 2 13
Agree 5 32
Neutral 0 15
Disagree 1 1
Strongly Disagree 0 0
Don’t Know 1 13
Female students have access to female role models who
influence their enrollment in senior-level STEM courses.
Strongly Agree 3 10
Agree 6 31
Neutral 0 19
Disagree 0 3
Strongly Disagree 0 0
Don’t Know 0 11
SciFest influences the development of female students’
interest in enrolling in third-level STEM courses.
Strongly Agree 4 11
Agree 4 34
Neutral 0 14
Disagree 1 1
Strongly Disagree 0 0
Don’t Know 0 13
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 119
Table 12 (continued)
SICS teachers and All teachers and
Survey item and response categories school leaders school leaders
Female students have access to female role models who
influence their enrollment into third level and careers
in STEM.
Strongly Agree 4 11
Agree 4 34
Neutral 0 14
Disagree 1 1
Strongly Disagree 0 0
Don’t Know 0 13
Note. STEM = science, technology, engineering, and mathematics.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 120
Table 13
Responses Indicating Parents’ Perceptions on How in SciFest: Southern Ireland Community
School (SICS) Parents and All Parents
Survey item and response categories SICS parents All parents
Female students who participate in SciFest tend not to select
maths-based or technology-based projects.
Strongly Agree 1 2
Agree 1 6
Neutral 1 5
Disagree 4 13
Strongly Disagree 1 6
Don’t Know 7 20
My child’s school actively encourages and recruits female
students to participate in SciFest.
Strongly Agree 4 8
Agree 8 26
Neutral 1 5
Disagree 0 2
Strongly Disagree 0 1
Don’t Know 2 10
Female students are encouraged by their parents to
participate in SciFest.
Strongly Agree 5 10
Agree 8 32
Neutral 1 24
Disagree 0 10
Strongly Disagree 0 2
Don’t Know 1 51
Female students have access to female role models who
influence their participation in SciFest.
Strongly Agree 2 4
Agree 4 17
Neutral 3 8
Disagree 0 3
Strongly Disagree 0 1
Don’t Know 6 19
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 121
Table 13 (continued)
Survey item and response categories SICS parents All parents
My child’s school actively employs strategies to increase
female students’ participation in SciFest.
Strongly Agree 2 6
Agree 3 17
Neutral 3 6
Disagree 3 7
Strongly Disagree 0 0
Don’t Know 4 16
SciFest influences the development of female students’
interest enrolling in senior-level STEM courses.
Strongly Agree 2 7
Agree 6 24
Neutral 3 5
Disagree 0 2
Strongly Disagree 0 0
Don’t Know 4 14
Female students have access to female role models who
influence their enrollment in senior-level STEM courses.
Strongly Agree 2 5
Agree 3 16
Neutral 4 7
Disagree 1 5
Strongly Disagree 0 0
Don’t Know 5 19
SciFest influences the development of female students’
interest in enrolling in third-level STEM courses.
Strongly Agree 2 5
Agree 8 26
Neutral 3 6
Disagree 0 1
Strongly Disagree 0 0
Don’t Know 2 14
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 122
Table 13 (continued)
Survey item and response categories SICS parents All parents
Female students have access to female role models who
influence their enrollment into third level and careers in
STEM.
Strongly Agree 2 4
Agree 5 17
Neutral 3 7
Disagree 0 5
Strongly Disagree 0 0
Don’t Know 5 19
Note. STEM = science, technology, engineering, and mathematics.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 123
Table 14
Responses Indicating Business Leaders’ and Education and Government Policymakers’ Percep-
tions on How Participation in SciFest Has Influenced Female Students’ Interest in Enrolling in
Senior-Level and Third-Level STEM Courses
Business Political Policy-
Survey item and response categories leaders leaders makers
Female students who participate in SciFest tend not to select
math-based or technology-based projects.
Strongly Agree 0 0 0
Agree 0 0 0
Neutral 0 0 1
Disagree 0 0 3
Strongly Disagree 0 0 0
Don’t Know 0 0 0
The school actively encourages and recruits female students
to participate in SciFest.
Strongly Agree 0 0 1
Agree 0 0 2
Neutral 0 0 1
Disagree 0 0 0
Strongly Disagree 0 0 0
Don’t Know 1 0 0
Female students are encouraged by their parents to
participate in SciFest.
Strongly Agree 0 0 0
Agree 0 0 3
Neutral 0 0 1
Disagree 0 0 0
Strongly Disagree 0 0 0
Don’t Know 1 0 0
Female students have access to female role models who
influence their participation in SciFest.
Strongly Agree 0 0 1
Agree 0 0 3
Neutral 0 0 1
Disagree 0 0 0
Strongly Disagree 0 0 0
Don’t Know 1 0 0
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 124
Table 14 (continued)
Business Political Policy-
Survey item and response categories leaders leaders makers
School actively employs strategies to increase female
students’ participation in SciFest.
Strongly Agree 0 0 0
Agree 0 0 2
Neutral 0 0 2
Disagree 0 0 0
Strongly Disagree 0 0 0
Don’t Know 0 0 0
SciFest influences the development of female students’
interest in enrolling in senior-level STEM courses.
Strongly Agree 0 0 1
Agree 0 0 3
Neutral 0 0 0
Disagree 0 0 0
Strongly Disagree 0 0 0
Don’t Know 1 0 0
Female students have access to female role models who
influence their enrollment in senior-level STEM courses.
Strongly Agree 0 0 0
Agree 0 0 3
Neutral 0 0 1
Disagree 0 0 0
Strongly Disagree 0 0 0
Don’t Know 1 0 0
SciFest influences the development of female students’
interest in enrolling in third-level STEM courses.
Strongly Agree 0 0 0
Agree 0 0 3
Neutral 0 0 1
Disagree 0 0 0
Strongly Disagree 0 0 0
Don’t Know 1 0 0
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 125
Table 14 (continued)
Business Political Policy-
Survey item and response categories leaders leaders makers
Female students have access to female role models who
influence their enrollment into third level and careers in
STEM.
Strongly Agree 0 0 0
Agree 0 0 3
Neutral 0 0 1
Disagree 0 0 0
Strongly Disagree 0 0 0
Don’t Know 1 0 0
Note. STEM = science, technology, engineering, and mathematics.
SICS teachers and school leaders responded at an 88.8% agreement level that SciFest has
influenced the development of female students’ interest in enrolling in third-level STEM courses
(see Table 12); SICS parents had a 66.6% agreement level (see Table 13). Business leaders and
educational and political policymakers responded at an 75% agreement level (see Table 14).
Table 15 shows that 94% of SICS female students were in agreement that SICS has
actively encouraged and recruited female students’ participation in SciFest; 80% of SICS male
students were in agreement. Fifty-one percent of SICS female students were in agreement that
female students have been encouraged by their parents to participate in SciFest; 22% of SICS
male students were in agreement. It should be noted that 53% of SICS male students responded I
don’t know. Fifty-seven percent of SICS female students indicated agreement that SciFest has
influenced the development of female students’ interest in enrolling in senior-level STEM
courses; 29% of SICS male students were in agreement. It should be noted that 45% of SICS
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 126
Table 15
Responses Indicating Students’ Perceptions on How Participation in SciFest Has Influenced
Female Students’ Interest in Enrolling in Senior-Level and Third-Level STEM Courses: Southern
Ireland Community School (SICS) and All Students
SICS female SICS male All female All male
Survey item and response category students students students students
Female students who participate in
SciFest tend not to select maths-based
or technology-based projects.
Strongly Agree 0 4 47 15
Agree 8 10 93 41
Neutral 11 12 122 66
Disagree 22 14 168 40
Strongly Disagree 10 5 165 40
Don’t Know 5 23 124 162
My school actively encourages and
recruits female students to participate
in SciFest.
Strongly Agree 23 16 304 66
Agree 24 29 224 99
Neutral 6 10 91 64
Disagree 1 2 28 10
Strongly Disagree 0 1 15 19
Don’t Know 2 8 59 115
Female students are encouraged by
their parents to participate in
SciFest.
Strongly Agree 6 4 146 26
Agree 20 10 197 52
Neutral 10 14 164 76
Disagree 6 4 58 10
Strongly Disagree 2 0 15 9
Don’t Know 12 35 143 198
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 127
Table 15 (continued)
SICS female SICS male All female All male
Survey item and response category students students students students
Female students have access to female role
models who influence their participation in
SciFest. 9 7 141 45
Strongly Agree 23 18 243 82
Agree 10 6 128 54
Neutral 8 5 77 13
Disagree 2 3 25 14
Strongly Disagree 4 28 107 164
Don’t Know
My school actively employs strategies to
increase female students’ participation
in SciFest.
Strongly Agree 8 6 144 38
Agree 11 17 218 64
Neutral 18 17 146 84
Disagree 12 6 81 23
Strongly Disagree 3 3 15 18
Don’t Know 4 19 113 145
SciFest influences the development of
female role models who influence their
enrollment in senior-level STEM courses.
Strongly Agree 7 3 124 31
Agree 21 16 265 81
Neutral 16 16 119 71
Disagree 6 7 50 15
Strongly Disagree 0 0 10 8
Don’t Know 5 25 151 163
SciFest influences the development of
female students’ interest in enrolling in
third-level STEM courses.
Strongly Agree 3 0 110 31
Agree 21 18 244 85
Neutral 18 15 143 61
Disagree 4 5 36 17
Strongly Disagree 1 0 13 9
Don’t Know 9 28 173 165
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 128
Table 15 (continued)
SICS female SICS male All female All male
Survey item and response category students students students students
Female students have access to female
role models who influence their enrollment
into third level and careers in STEM.
Strongly Agree 7 3 101 30
Agree 22 19 229 74
Neutral 14 12 136 68
Disagree 5 7 53 14
Strongly Disagree 1 1 19 9
Don’t Know 7 26 182 179
Note. STEM = science, technology, engineering, and mathematics.
male students responded I don’t know. Forty-five percent of SICS female students indicated
agreement that SciFest has influences the development of female students’ interest in enrolling in
third-level STEM; 27% of SICS male students were in agreement. It should be noted that 45% of
SICS male students responded I don’t know.
Griffith (2010) found that female and minority students were less likely to enter college
intending to major in a STEM field major. While this finding was significant, it is equally or
more significant that female and minority students who major in STEM fields are more likely to
change their major by the end of their 2nd year. While institutional factors may influence stu-
dents’ persistence in STEM fields, the process by which students decide upon a major may have
the greatest impact (Griffith, 2010). Female students’ exposure to STEM activities through
SciFest positively affects their confidence in their abilities with respect to STEM courses in both
the senior and third levels.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 129
Interview comments by the teachers and school leaders supported the perception that
participation in SciFest builds confidence in the female student with respect to STEM-related
courses. Teacher 1 noted, “They’re [female students] as good as anybody else, that they have the
abilities to succeed and do well in the area. I do strongly believe that they’re passionate about
sciences in this school, the girls, the female students” (interview, April 20, 2018). Teacher 3
added:
I think one of the major outcomes is the fact they’re developing confidence. I think
speaking with people who are already in the field of science and not being afraid to
communicate what information they have learned, whatever project they were doing, to
somebody else, and not be worried” (interview, April 20, 2018)
When the deputy principal was asked what benefit girls received from participation in
SciFest, she replied: “Confidence, I would hope would be one. They will become more confident
in their own ability to work in these areas. Knowledge, experiences, skills like teamwork, and so
on. I think those would all be advantages” (interview, April 20, 2018). Parent 1 expressed the
same idea: “I think confidence building. They’re [female students] far more likely to go for
higher level subjects as a result of participating in them [science fairs]” (interview, April 20,
2018). Parent 2 said, “There’s also kind of fairness here. Where all the girls and boys are given
the same opportunities. They’re all told that science is good—something that’s interesting”
(interview, April 20, 2018). Educational Policymaker Rachel Linney noted, “The girls kept
saying when there was a question about the influence in SciFest, and they kept talking about
confidence. They kept using that word a lot. That if teachers believe in them, then they have that
confidence” (interview, April 20, 2018).
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 130
Interview comments by SICS students also supported the perception that SciFest builds
confidence in female students. Student 2 (female) stated, “They [female students] tend—in my
experience in my classes, they tend to be a bit more driven when it comes to the academic side of
things” (interview, April 20, 2018). Female students demonstrated grit and determination in their
STEM courses. Student 4 (female) stated, “It [SciFest] shows us that we can do this, that we can
go on to senior level and actually do a science course if we wanted—not to be intimidated by the
guys” (interview, April 20, 2018). This comment spoke directly to confidence in relation to
challenging the stereotype that males perform better in STEM courses. Student 3 (male) said,
“Next year, I’m going to do that [participate in SciFest]. If she can do it, then I can do it. It
might inspire others, which is good for the science community” (interview, April 18, 2018).
Student 3 highlighted the perception that female confidence may act as a motivator for other
students, including male students.
The observations conducted provided additional support for the survey and interview data
around female students’ confidence regarding STEM course attainment. All of the STEM
classes observed had equal or greater numbers of female students than males. Observation 1 of a
physical sciences class had eight male and 10 female students. Observation 2 of a math/statistics
class had seven male and 12 female students. Observation 3 of a physical sciences class had
eight male and nine female students. Observation 4 of a physical Sciences class had six male and
nine female students. In its STEM Education Policy Statement 2017–2019, the Ireland DES
(2017b) set a goal of a 40% increase in the female uptake of STEM subjects. In order to do so,
the DES must work with all stakeholders to increase positive engagement in STEM and to
increase confidence levels in female students.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 131
Theme 2: Perception Among School Leaders, Female Students, and Business Leaders and
Educational Policymakers That Access to Female Role Models Increases the Number of
Female Students in STEM-Related Subjects
During a review of the literature, the importance of female role models’ pursuit of STEM
courses and STEM careers was evident. Bensimon’s (2004) diversity scorecard identified four
frameworks that work interdependently to create educational equity: access, retention, excel-
lence, and institutional receptivity. The diversity scorecard allows educational institutions to
gather data on their policies and practices, both formal and informal, which lead to equity. Beede
et al. (2011) stated that “there are many possible factors contributing to the discrepancy of
women and men in STEM jobs, including a lack of female role models, gender stereotyping, and
less family friendly flexibility in the STEM fields” (p. 4). The research on gender equity in
education demonstrates that when provided with access, women will use education to enter the
workforce, that Ireland’s focus on creating knowledge workers has increased the gender gap, and
that there is a need for increasing the number of women who have access to STEM and PBL
instructional opportunities.
Several survey questions and interview questions were asked about access to female role
models and the effect on female students’ STEM enrollment and outcomes. The data around
female role models and female students’ outcomes agreement among the various stakeholder
groups. The quantitative statistics will be summarized for teachers and school leaders, parents,
and business leaders and educational policymakers separately from the student data. For this
question, the students’ responses will be summarized by gender.
One hundred percent of SICS teachers and school leaders indicated agreement that female
students had access to female role models who influenced their participation in SciFest (see
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 132
Table 12); 40% of SICS parents were in agreement. It should be noted that 40% of the parents
responded with I don’t know (see Table 13). Fifty percent of business leaders and educational
and political policymakers were in agreement (see Table 14).
One hundred percent of SICS teachers and school leaders indicated agreement that female
students had access to female role models who influenced their enrollment in senior-level STEM
courses (see Table 12); 33.3 % of SICS parents were in agreement. It should be noted that 33.3%
of SICS parents responded with I don’t know (see Table 13). Seventy-five percent of business
leaders and educational and political policymakers indicated agreement (see Table 14).
One hundred percent of SICS teachers and school leaders indicated agreement that female
students had access to female role models who influenced their enrollment into third-level STEM
courses (see Table 12); 46.6% of SICS parents were in agreement. It should be noted that 33.3%
of SICS parents responded I don’t know (see Table 13). Seventy-five percent of business leaders
and educational and political policymakers indicated agreement (see Table 14).
Sixty-five percent of SICS female students indicated agreement that female students had
access to female role models who influenced their participation in SciFest; 40% of SICS male
students were in agreement. It should be noted that 41% of male students responded I don’t
know. Seventy percent of SICS female students indicated agreement that female students had
access to female role models who influenced their enrollment in senior-level STEM courses;
30% of SICS male students were in agreement. It should be noted that 46% of male students
responded I don’t know. Fifty-two percent of SICS female students indicated agreement that
female students had access to female role models who influenced their enrollment into third-level
STEM courses; 32% of SICS male students were in agreement. It should be noted that 38% of
male students responded I don’t know.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 133
Milgram (2011) found that women and girls should see repeated examples of female role
models in STEM fields. Role models send a message that women can work in STEM careers and
be successful and fulfilled in their work life while still having a personal life. This concept is
important in Irish society that has a history of traditional male and female stereotypes. Gunder-
son (2012) noted that “teachers who are low in math anxiety and high in math teaching self-
efficacy may have the ability to break these societal stereotypes and encourage positive math
attitudes. This may be especially true for female teachers and their female students” (p. 158). At
SICS, female students had access to female science and math teachers who might have had a
positive effect on female students’ access to STEM courses at the senior and third levels.
Interview comments by teachers and school leaders at SICS supported the perception that
female students had access to female role models who positively influenced their access to
STEM courses. Teacher 1 explained:
We have a very high incidence of girls who take up chemistry, girls who take physics, and
the mathematical area. We have girls who do engineering and construction. There are
opportunities for the girls to continue with the STEM subjects. (interview, April 20,
2018)
Teacher 3 corroborated the importance of female science teachers for female students: “Your
science teacher can make it or break it for you. I suppose that for a science department, we are
kind of fairly gender balanced. We have three males, and the rest are female” (interview,
April 20, 2018). Parents also corroborated the value of female role models. Parent 1 said, “The
female science teachers in the school, Ms. G, Ms. H, and Ms. Mc [pseudonyms], are held in very
high esteem” (interview, April 18, 2018).
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 134
Business leaders were also aware of the need to identify motivating factors for female
students and STEM. The C-Company representative stated, “We’re looking to see how we
encourage women to be more involved in technology and in sciences, especially in computer
science and engineering. Those are really great fields” (interview, April 19, 2018). Higher
Education Minister, Mary Mitchell O’Connor, noted that
most of the cohort of our teachers are women, so you’ll see that cohort now coming in
way more confident in teaching maths. I would hope that that will flow down to the
children, and especially to the girls in the class. (interview, April 18, 2018)
Minister O’Connor spoke to the initiative to have all teachers proficient in higher level math. As
most of the cohort were women, this situation might start a ripple effect of creating strong female
role models in math who will, in turn, create confidence in female students.
Importantly, both male and female students supported the perception that female role
models were important for female students and STEM. Student 1 (male) stated that “most of our
teachers in this school that teach science, we’ve only got one or two males. They’re all female
teachers, which is very good to kind of show off that females can do” (interview, April 20, 2018).
Student 4 (female) followed with this statement: “I think when we look at, say, the teachers in
our school, that there are way more female science teachers than the males. I think that when we
look up to them, we say, ‘We can do this’” (interview, April 20, 2018). Student 5 (female) spoke
of being fortunate to have female role models: “We’re lucky at our school—we’ve got majority
half and half with female and male science teachers” (interview, April 20, 2018).
The observations conducted provided additional support for the survey and interview data
around female role models and female students’ access to STEM courses. SICS had a predomi-
nance of female science teachers and had female teachers teaching other STEM courses, includ-
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 135
ing math. All of the STEM classes observed had equal or greater numbers of female students
than males. Observation 1 of a physical sciences class had eight male and 10 female students.
Observation 2 of a math/statistics class had seven male and 12 female students. Observation 3 of
a physical sciences class had eight male and nine female students. Observation 4 of a physical
sciences class had six male and nine female students.
Findings for Research Question 4
Research Question 4 asked, “What perceptions do teachers, principals, parents, students,
civic leaders, college/university professors, and MNCs have regarding the value of students’
participation in SciFest?” Abernathy & Vineyard (2001) found that science and technology fairs
engage students in activities that help them to construct new knowledge and to use the skills and
process of science:
The primary goal of a science fair is to complement school curricula by encouraging
students to use and understand the scientific method in designing and performing experi-
ments. Students identify problems, propose solutions, conduct fair tests, analyze data,
and draw conclusions. Science fairs also help students build communication skills, learn
the nature of science, and potentially prepare for science careers. (p. 271)
Friedman (2007) argued that education in the flat world should support student learning
in nontraditional ways: “Passion and curiosity are two important characteristics that people must
have to set themselves apart in the global job market” (p. 11). Wagner and Compton (2012)
stated that these characteristics build immunity against automation, digitization, and outsourcing
in the global knowledge economy of the 21st century. Participation in SciFest may prepare
students to be successful in a knowledge-based, 21st-century workforce. SciFest fosters impor-
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 136
tant 21st-century skills while connecting Irish students to MNCs and other influencers of the new
Irish economy.
To support students’ success in the 21st century, schools must help students move beyond
finding information to learn how to evaluate the information for accuracy and usefulness
(Pappas, 2009). In order to compete in the flat world, countries must create innovators who
develop new ideas to solve new kinds of problems (Friedman, 2007).
After examining data related to the surveys, interviews, and observations, three major
themes emerged. The first theme was that there was a perception among stakeholders that
SciFest develops 21st-century skills in students. The second theme was that there was a percep-
tion among stakeholders that SciFest provides an overall educational benefit to students. The
third theme was that there was a perception among stakeholders that MNCs’ partnership is an
important part of SciFest.
Theme 1: Perception Among stakeholders That SciFest Develops 21st-Century Skills in
Students
During a review of the literature, it was noted that science fairs develop 21st-century
skills in students. Abernathy and Vineyard (2001) found that students enjoyed the project-based
nature of their work in science fairs and that the skills acquired were transferable to STEM
coursework that was part of the core curriculum. Wagner (2008) described STEM instructional
activities as an “opportunity to play with ideas, develop a passion for interests, and ultimately
become gripped by a sense of purpose that drives them forward” (p. 110). Spring (2008) found
that the idea of global migration or brain circulation, lifelong learning for improving job skills,
and economic development are important factors in the globalization of education.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 137
Several survey questions and interview questions were asked about SciFest developing
21st-century skills in students. The data related to these questions yielded consistent agreement
among the various stakeholder groups that SciFest has had a positive effect on the development
of 21st-century skills.
The teachers and school leaders at SICS indicated a 100% agreement level that SciFest
has provided opportunities for students to develop 21st-century skills, an 88.8% agreement level
that participants in SciFest demonstrate skills needed to obtain careers in STEM fields, and an
88.8% agreement level that SciFest has provided opportunities to develop the skills needed in a
global economy (see Table 16). The students at SICS indicated a 70% agreement level that
SciFest has provided opportunities for students to develop 21st-century skills, a 46.5% agreement
level that participants in SciFest demonstrate skills needed to obtain careers in STEM fields, and
a 41.9% agreement level that SciFest has provided opportunities to develop skills needed in a
global economy (see Table 17). It should be noted that although these ranges were below 50%
agreement, Strongly Agree and Agree were the most frequent responses and demonstrated the
perception of a majority of the students.
The parents at SICS indicated an 80% agreement level that SciFest has provided opportu-
nities for students to develop 21st-century skills, a 64.3% agreement level that participants in
SciFest demonstrate skills needed to obtain careers in STEM fields, and an 88.8% agreement
level that SciFest has provided opportunities to develop skills needed in a global economy (see
Table 18). One hundred percent of business leaders and educational policymakers indicated
agreement that SciFest has provided opportunities for students to develop 21st-century skills and
that participants in SciFest demonstrate skills needed to obtain careers in STEM fields; 80%
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 138
Table 16
Responses Indicating Teachers’ and School Leaders’ Perceptions Regarding the Value of Stu-
dents’ Participation in SciFest: Southern Ireland Community School (SICS) and All Teachers
and School Leaders
SICS teachers and All teachers and
Survey item and response categories school leaders school leaders
SciFest provides opportunities for students to develop
21st-century skills.
Strongly Agree 5 35
Agree 4 39
Neutral 0 0
Disagree 0 1
Strongly Disagree 0 0
Don’t Know 0 0
Participants in SciFest demonstrate skills needed to
obtain careers in STEM fields.
Strongly Agree 4 54
Agree 4 38
Neutral 1 1
Disagree 0 1
Strongly Disagree 0 0
Don’t Know 0 1
SciFest participation enhances STEM educational
development in students.
Strongly Agree 5 34
Agree 3 36
Neutral 1 1
Disagree 0 1
Strongly Disagree 0 0
Don’t Know 0 1
SciFest provides opportunities to develop skills
needed in a global economy.
Strongly Agree 4 32
Agree 4 37
Neutral 1 4
Disagree 0 1
Strongly Disagree 0 0
Don’t Know 0 2
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 139
Table 16 (continued)
SICS teachers and All teachers and
Survey item and response categories school leaders school leaders
Students benefit from participation in SciFest.
Strongly Agree 8 52
Agree 1 22
Neutral 0 0
Disagree 0 0
Strongly Disagree 0 0
Don’t Know 0 0
MNCs are an important partner in promoting SciFest.
Strongly Agree 4 21
Agree 4 20
Neutral 0 12
Disagree 0 6
Strongly Disagree 0 1
Don’t Know 1 15
Note. STEM = science, technology, engineering, and mathematics; MNC = multinational
corporation.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 140
Table 17
Responses Indicating Students’ Perceptions Regarding the Value of Participation in SciFest:
Southern Ireland Community School (SICS) and All Students
Survey item and response categories SICS students All students
SciFest provides opportunities for students to develop 21st-
century skills.
Strongly Agree 18 254
Agree 73 508
Neutral 21 150
Disagree 12 57
Strongly Disagree 1 16
Don’t Know 5 126
Participants in SciFest demonstrate skills needed to obtain
careers in STEM fields.
Strongly Agree 7 185
Agree 53 424
Neutral 37 217
Disagree 12 54
Strongly Disagree 3 21
Don’t Know 17 201
SciFest participation enhances STEM educational
development in students.
Strongly Agree 8 168
Agree 52 449
Neutral 40 225
Disagree 9 50
Strongly Disagree 3 17
Don’t Know 17 197
SciFest provides opportunities to develop skills needed
in a global economy.
Strongly Agree 13 170
Agree 41 403
Neutral 41 249
Disagree 17 82
Strongly Disagree 6 29
Don’t Know 11 168
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 141
Table 17 (continued)
Survey item and response categories SICS students All students
Students benefit from participation in SciFest.
Strongly Agree 20 441
Agree 67 164
Neutral 24 40
Disagree 8 26
Strongly Disagree 5 114
Don’t Know 5 319
MNCs are an important partner in promoting SciFest.
Strongly Agree 20 106
Agree 67 248
Neutral 24 228
Disagree 8 48
Strongly Disagree 5 17
Don’t Know 5 451
Note. STEM = science, technology, engineering, and mathematics; MNC = multinational
corporation.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 142
Table 18
Responses Indicating Parents’ Perceptions Regarding the Values of Students’ Participation in
SciFest: Southern Ireland Community School (SICS) Parents and All Parents
Survey item and response categories SICS parents All parents
SciFest provides opportunities for students to develop 21st-
century skills.
Strongly Agree 5 11
Agree 7 28
Neutral 2 3
Disagree 0 1
Strongly Disagree 0 0
Don’t Know 1 7
Participants in SciFest demonstrate skills needed to obtain
careers in STEM fields.
Strongly Agree 4 4
Agree 6 33
Neutral 4 0
Disagree 1 1
Strongly Disagree 0 0
Don’t Know 0 0
SciFest participation enhances STEM educational development
in students.
Strongly Agree 5 7
Agree 8 30
Neutral 2 6
Disagree 0 0
Strongly Disagree 0 0
Don’t Know 0 6
SciFest provides opportunities to develop skills needed in a
global economy.
Strongly Agree 4 6
Agree 5 29
Neutral 2 4
Disagree 0 1
Strongly Disagree 0 0
Don’t Know 3 9
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 143
Table 18 (continued)
Survey item and response categories SICS parents All parents
Students benefit from participation in SciFest.
Strongly Agree 6 15
Agree 7 26
Neutral 2 3
Disagree 0 0
Strongly Disagree 0 0
Don’t Know 0 6
MNCs are an important partner in promoting SciFest.
Strongly Agree 3 5
Agree 8 15
Neutral 2 7
Disagree 0 0
Strongly Disagree 0 2
Don’t Know 2 21
Note. STEM = science, technology, engineering, and mathematics.; MNC = multinational
corporation.
agreed that SciFest has provided opportunities to develop skills needed in a global economy (see
Table 19).
Twenty-first-century skill development is important for students if they are to compete in
a knowledge-based economy and seek careers in STEM fields. According to IDA Ireland (2015),
two important aspects will continue to drive FDI: (a) competitive tax breaks for MNCs and (b)
the quality and commitment of the Irish workforce. A shift to knowledge-based economies is
one of the major effects of globalization. This is due in part to dramatic developments in techno-
logical industries, as outlined by Friedman (2007). The transition to a knowledge-based
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 144
Table 19
Responses Indicating Business Leaders’ and Education and Government Policymakers’ Percep-
tions Regarding the Value of Students’ Participation in SciFest
Business Political Policy-
Survey item and response categories leaders leaders makers
SciFest provides opportunities for students to develop 21st-
century skills.
Strongly Agree 0 0 3
Agree 0 0 1
Neutral 0 0 0
Disagree 0 0 0
Strongly Disagree 0 0 0
Don’t Know 0 0 0
Participants in SciFest demonstrate skills needed to obtain
careers in STEM fields.
Strongly Agree 0 0 3
Agree 0 0 1
Neutral 0 0 0
Disagree 0 0 0
Strongly Disagree 0 0 0
Don’t Know 0 0 0
SciFest participation enhances STEM educational develop-
ment in students.
Strongly Agree 0 0 3
Agree 0 0 1
Neutral 0 0 0
Disagree 0 0 0
Strongly Disagree 0 0 0
Don’t Know 0 0 0
SciFest provides opportunities to develop skills needed in
a global economy.
Strongly Agree 0 0 3
Agree 0 0 0
Neutral 0 0 0
Disagree 0 0 0
Strongly Disagree 0 0 0
Don’t Know 0 0 1
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 145
Table 19 (continued)
Business Political Policy-
Survey item and response categories leaders leaders makers
Students benefit from participation in SciFest.
Strongly Agree 0 0 4
Agree 0 0 0
Neutral 0 0 0
Disagree 0 0 0
Strongly Disagree 0 0 0
Don’t Know 0 0 0
MNCs are an important partner in promoting SciFest.
Strongly Agree 0 0 0
Agree 0 0 3
Neutral 0 0 0
Disagree 0 0 0
Strongly Disagree 0 0 0
Don’t Know 0 0 1
Note. STEM = science, technology, engineering, and mathematics; MNC = multinational
corporation.
economy has shifted the power of control over a nation’s economy from within its borders to a
condition in which nations build platforms to attract increased global economic activity (Thurow,
2000).
Interview comments by school leaders and teachers at SICS supported the opinion that
SciFest has provided opportunities for students to develop 21st-century skills. Teacher 1 said,
“You need to be able to adapt in this fast-moving world. You need to be able to think critically.
You need to be able to think outside the box” (interview, April 20, 2018). Teacher 2 spoke of the
relationship between SciFest and regional job development: “I think SciFest tries to nurture that
[21st-century skills] from an early age, and again, open doors and opportunities for students.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 146
Again, it’s one of the reasons I believe that those companies [MNCs] come here in the first
place” (interview, April 20, 2018). Teacher 3 supported these statements:
It [SciFest] hits on all the skills they need for the future: the idea that you have to think
for yourself, the idea you have to come up with a plan by yourself, and the idea that you
actually have to work with other people. (interview, April 20, 2018)
Interview comments by students also supported the opinion that SciFest develops 21st-
century skills. Student 2 said:
I think they [21st-century skills] are all useful skills to develop, especially the presenta-
tion. It is one thing if you have the information, but you have to be able to communicate
it with others, or it may not be as much use (interview, April 20, 2018)
Student 3 also pointed out the importance of 21st-century skills, especially communication:
I think it [SciFest] is vital. I think the research aspect of the projects—using the Internet,
computers, and things—are becoming increasingly important in this day and age. It’s
only going to get more and more important—those skills, communication skills (inter-
view, April 20, 2018)
SICS parents’ responses to questions regarding 21st-century skills demonstrated a lack of
understanding of these skills. Representatives from MNCs also spoke of the value of SciFest in
relation to 21st-century skills. The C-Company representative noted:
Twenty-first-century skills—how do you work as a team, how to think creatively, and
how do you critically solve problems, and how you present and communicate? I think
those are very important. That they are able to talk and show what they did. We see
students that are involved in those type of activities, even in science and science fairs and
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competitions and project-based learning in college. They really come to us much better
prepared and equipped. (interview, April 20, 2018)
This opinion was corroborated by the E-Company representative: “Establishing a collaboration.
You are looking for people that they are good in engineering, they have an interest, they have
coding development coding skills, and they are able to communicate” (interview, April 20,
2018).
Observations related to the development of 21st-century skills at SICS were evident in
classroom observations. In Classroom Observation 4, students used inquiry-based learning,
collaborated with their peers to validate and explain their learning, and had to present their
findings to the greater group. These lessons demonstrated the use of 21st-century skills sug-
gested by Wagner (2008) and inquiry-based instruction suggested by Slough and Milam (2013;
personal observation, April 20, 2018).
Theme 2: Perception Among Stakeholders That SciFest Provides an Overall Educational
Benefit to Students
During a review of the literature, it was noted that science fairs have an overall benefit to
students. Sahin (2013) found that students who participated in science fairs had a greater likeli-
hood of majoring in STEM-related fields in postsecondary school. Esteves, Cabral, and Costa
(2008) found that participation in a science fair contributed effectively to an increase of the
student’s interest in scientific subjects. There is a relationship among science fairs, science lit-
eracy, and the economic benefit to students. Costa (2008) postulated that an increase of literacy
in science and related technical expertise will bring about the creation or development of high-
tech industries or services firms that are of fundamental importance for Europe’s growth and
development. Ireland has already shifted its economy to be dependent on MNCs and FDI— in
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particular, high-tech companies and industries that depend on skilled workers to meet job growth
and demand.
Several survey questions and interview questions were asked about whether SciFest
provides an overall educational benefit to students. The data related to these questions showed
consistent agreement among the various stakeholder groups that SciFest has a positive effect on
the development of 21st-century skills.
The teachers and school leaders at SICS indicated a 88.9% agreement level that SciFest
participation has enhanced STEM educational development in students and a 100% agreement
level that students have benefitted from participation in SciFest (see Table 16). The students at
SICS indicated a 46.5% agreement level that SciFest participation enhances STEM educational
development in students and a 67.4% agreement level that students benefit from participation in
SciFest (see Table 17). The parents at SICS indicated an 86.6% agreement level both that
SciFest participation enhances STEM educational development in students and that students
benefit from participation in SciFest (see Table 18). All (100%) of the business leaders and
educational policymakers were in agreement level that SciFest participation enhances STEM
educational development in students; 88.8% were in agreement that students benefit from
participation in SciFest (see Table 19).
Bybee and Fuchs (2006) found that an important outcome of science and technology
education must be achieving the desired workforce competencies, which include critical thinking,
complex communications skills, and the ability to solve semistructured problems. PBL is
frequently used in conjunction with STEM education as an instructional model where students
can develop 21st-century skills. Capraro et al. (2013) contended that “the infusion of design
principles enhances the real-world applicability and helps prepare students for postsecondary
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 149
education, with an emphasis on making connections to what STEM professionals actually do in
their jobs” (p. 13). The more exposure that students have to science fairs and the more they
develop skills associated with science fairs, the greater the benefit to the students.
Interview comments supported the opinion that SciFest provides educational benefits to
students. Teacher 1 noted
that it [SciFest] is only going to influence and broaden their horizons, show them that the
world out there—there are so many opportunities out there—and to study, and that they
can do it. They can succeed in the STEM areas. (interview, April 20, 2018)
Teacher 2 identified the importance of science skills:
Every student, even those students who said they don’t get science—they still put
together a project that had a scientific basis. They were using all the steps of the scientific
method, and they were still able to compete with their peers. (interview, April 20, 2018)
SICS students also recognized the benefit. Student 2 said:
I think it [SciFest] shows them a little bit of what life as a scientist might be like, a career
as a scientist might be like, and it allows them to kind of investigate something that
interests them. There’s always the chance that the research they’re doing will be able to
help people in the future. (interview, April 20, 2018)
Student 3 made the connection to STEM skills: “I think it [SciFest] benefits them immensely by
sparking an interest in STEM (interview, April 20, 2018). Student 4 noted how SciFest helps
students to find direction and stir interests in STEM: “It [SciFest] helps us with decision making.
It helps us—what we want to see, what results we want to go towards. Communication is really
big” (interview, April 18, 2018). Student 5 spoke to the benefit outside the classroom: “It gets
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 150
them thinking outside of the classroom and not just always doing exam material” (interview,
April 20, 2018).
SICS parents corroborated the perception that SciFest benefits students. Parent 1
commented that “they learn to work together—cooperation. The whole idea of seeing a project
through from beginning to end was very important” (interview, April 20, 2018). Parent 2 saw the
value in SciFest in third level and in students’ future endeavors:
Realistically, when they go on into third level and on in life, that’s what they would have
to do, whatever their job is. People aren’t just going to give them this stuff—they’re
going to have to figure things out. I think it [SciFest] is a chance to figure things out.
You know, they have to actually think about how do you figure things out and what’s the
process of figuring things out—within a safe environment. (interview, April 20, 2018)
Tánaiste Coveney spoke of the benefit of communicating and developing competencies
that are adaptable and changeable:
I think that the more they present to their peers and also to a generation ahead of them, the
more they create a competence that allows them to deal with all of the challenges that
come from this rapidly changing environment that they’re growing up in. (interview,
April 20, 2018)
Observations indicated that the benefits of participation in science fair competitions were
not easily visible at SICS. While there was a general positive culture around SciFest and recog-
nition of participants and winners were posted in the school, there were no observable evidence
and activities in the classrooms related to SciFest. The observations at the SciFest competition at
the Cork Institute of Technology demonstrated the benefits to the students (personal observa-
tions, April 20, 2018). Students participating in this competition possessed a strong knowledge
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 151
of their content; they understood the scientific method; and they were able to clearly communi-
cate their learning. The projects demonstrated exposure to PBL and inquiry-based instruction
(Slough & Milam, 2013; personal observation, April 20, 2018).
Theme 3: Perception Among stakeholders That MNCs’ Partnership Was an Important
Part of SciFest
In the literature review, it was noted that MNCs are an important partner in the Irish
economy and that the presence of MNCs and FDI has had an effect on the Irish educational
system. Intel and other MNCs viewed science and technology fairs as having a direct influence
on the workforce because they strengthened knowledge-based economies. According to Bencze
and Bowen (2009),
student-directed, open-ended scientific investigations and invention projects may serve to
deepen and broaden students’ scientific and technological literacy, and, in so doing,
enable them to succeed in democracies greatly affected by processes and products of
science and technology. (p. 2460)
Irish educational policy has made a shift to identify the STEM subjects as important areas of
instructional development because knowledge in these fields has been important for the develop-
ment of human capital, FDI, and MNCs moving to Ireland.
One survey question was asked about the perception that MNCs are an important partner
in SciFest. The data related to this question showed consistent agreement among the various
stakeholder groups that MNCs have been an important partner in SciFest.
The teachers and school leaders at SICS indicated a 67.4% agreement level that MNC’s
are an important partner in SciFest. The students at SICS indicated an 88.8% agreement level that
MNCs have been an important partner in SciFest. The SICS parents indicated a 73.3%
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 152
agreement level that MNCs have been an important partner in SciFest. The business leaders and
educational policymakers responded with an 80% agreement level that MNCs have been an
important partner in SciFest.
Interview comments supported the opinion that MNCs have been an important partner in
SciFest. The skills that the students acquire by participating in SciFest not only will benefit the
students in the short term but also will benefit them as they move to the world of work. Teacher
1 stated, “They’re gaining skills. They’re able to be critical thinkers, are able to adapt, have
excellent presentation, and I think that’s what we need for 21st-century living in this global world
of ours” (interview, April 20, 2018). Teacher 2 addressed the presence of MNCs in the local
community:
In this area of Ireland, we rely for employment a lot on some of the big multinationals,
and a lot of them are in the science field, particularly chemistry and pharmaceuticals. I
think those companies only come if they have a set of skilled workers, but also educated
and students with a good work ethic outside. I think SciFest tries to nurture that from an
early age and again, open doors and opportunities for students. (interview, April 20,
2018)
Teacher 3 also identified SciFest and the skills that it develops with the future workforce:
Our economy is our young people, and it’s our young people and their skills that they
have—the skills that they need to change. I suppose SciFest is only a mini part. Really,
SciFest should be all year round. It allows them to start developing those skills that they
need for the future workforce. (interview, April 20, 2018)
SICS Parent 1 said, “They [MNC’s] are a huge part of the economy here, which obviously
generates employment in the area. The kids would have grown up very much aware of the
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 153
importance of these industries in their community” (interview, April 20, 2018). Parent 2 corrob-
orated:
It’s where we’re going now, technology—and like science, they’re kind of the main areas
where we seem to be leading to or where we’re going to. I believe that the fairs and the
SciFest have an impact on kids and their interest in science, then definitely, then that has
an impact, an ongoing impact, throughout everything. (interview, April 20, 2018)
Representatives from MNCs who were interviewed for this study were specific in relating
SciFest and acquiring skills to the benefit to the economy. The C-Company representative noted:
I think the more that we do as a country to get kids involved in math and science and
enjoy science competitions and get involved and do hands-on project-based learning, the
more that’s going to eventually trickle up into the colleges and universities and then into
the corporations. We are going to see more and better workers. (interview, April 20,
2018)
The B-Company representative spoke of the skillsets needed to succeed in the modern economy:
MNCs are creating jobs. Moreover, to do that, you need the skillsets to support those
products. You also need skillsets because sometimes the product you bring needs more
development. We will buy companies that are startup manufacturing or something like
that. They have a product we need, the technical expertise to develop those products, plus
the soft skills that we talk about. (interview, April 20, 2018)
The E-Company representative identified the need to develop modern, knowledge economy
workers: “MNCs aren’t here unless they’ve got the right people and they’ve got an educated
workforce” (interview, April 20, 2018).
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 154
Students were not asked an interview question regarding MNCs and their partnership
with SciFest or a question regarding SciFest’s benefit to the Irish economy.
Observations indicated that the benefits of SciFest’s partnership with MNCs was not
easily visible at SICS; however, observations at the SciFest competition at the Cork Institute of
Technology showed the depth of the partnership. A significant number of MNCs were present at
the competition. Representatives from these MNCs helped judge the competition, and represen-
tatives from the MNCs made themselves available to answer questions or sit for formal inter-
views (personal observations, April 20, 2018).
Chapter Summary
Through the process of connecting the results of stakeholder surveys, participants’
responses to interview questions, and onsite observations, themes emerged in answer to each of
the three research questions driving this study. A review of the literature was used to provide
background of and support for each theme. Five frameworks were used to analyze and under-
stand engagement in SciFest while preparing students for the state examinations, school leader-
ship’s influence on SciFest, SciFest’s influence on female students, and STEM participation, the
value of student participation in SciFest. The theoretical frameworks are composed of the
following works: (a) (a) Acker’s (1987) feminist theory, (b) Bolman and Deal’s (2013) four
frames of organizational leadership, (c) Friedman’s (2007) framework of globalization, (d)
Slough and Milam’s (2013) design principles for PBL and STEM, (e) Spring’s (2015) world
educational culture, and (f) Wagner’s (2008) survival skills for the 21st century. The triangula-
tion of the various data formats collected and the triangulation of the various stakeholder groups
(Creswell, 2014) were connected with the literature review to yield the themes outlined in this
chapter.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 155
In response to Research Question 1, two major themes emerged. The first theme was that
there was a variance in perception among stakeholders that participation in SciFest helped to
prepare students for state examinations. State examinations are high stakes for Irish students.
The Leaving Certificate Exam is particularly high stakes as it has a direct determination on where
students attend third level (i.e., college or university). The stakeholders recognized the value of
developing academic skills that would benefit students on state examinations, but there was a
perceived conflict between the time spent preparing for state examinations and the time spent
preparing for SciFest. Planned changes in state examinations (Ireland DES, 2017) may bring
about greater coherence between state examinations and extracurricular activities such as
SciFest. The second theme was that there was a perception that teachers and school leaders
employed strategies to encourage participation in SciFest. The data indicated (Tables 4–7) that
stakeholders recognized the specific actions taken by school leaders to encourage students to
participate in SciFest, especially female students. Fullan (2014) found that leadership must
develop a common language and approach that is sustainable and communicated consistently
across the school system. The leaders had created a strong message and an implementation plan
for SciFest.
In response to Research Question 2, two major themes emerged. The first theme was that
there was a perception among stakeholder groups that SciFest activities were not fully aligned
with state examinations. The data indicated that not all of the stakeholders saw alignment
between that state examinations and SciFest (Tables 8–11). The teachers and school leaders
believed that their curriculum, state examinations, and SciFest aligned although this situation
was true only for content in the sciences if students took science courses for the Leaving Certifi-
cate. The stakeholders believed that the critical thinking skills used in SciFest were beneficial for
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 156
the students. The second theme was that there was a perception among stakeholder groups that
the school leadership had effectively created and communicated a shared vision for the imple-
mentation of SciFest. Fullan (2014) identified three components of collaborative leadership: (a)
human capital, (b) social capital, and (c) decisional capital. Leaders who are able to effectively
foster these components across the organization may see program improvements and growth.
The data indicated (Table 8–11) that the stakeholders perceived that the leadership at SICS was
effective.
In response to Research Question 3, two major themes emerged. The first theme was that
there was a perception among female students that participation in SciFest increased confidence
in STEM-related subjects. The data indicated (Tables 12–15) that SciFest had positive outcomes
for female students and that female students at SICS believed that despite stereotypes regarding
male and female students in science and math (Acker, 1987), they were able to achieve in these
subjects. The second theme was that there was a perception that access to female role models
increased the number of female students in STEM-related subjects. The data indicated (Tables
12–15) that all stakeholders believed that the female math and science teachers at SICS acted as
strong role models for the female students. Interview and observation data also supported this
claim. Beede et al. (2011) identified a lack of female role models as one factor that has contrib-
uted to females not entering STEM fields.
In response to Research Question 4, three major themes emerged. The first theme was
that there was a perception among stakeholders that SciFest develops 21st-century skills in
students. SciFest employs the scientific method in determining a project, conducting an experi-
ment, collecting data, and presenting findings. This method follows the criteria of an inquiry-
based approach (Slough & Milam, 2013) to learning. SciFest has also promoted the integration
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 157
of science and mathematics that are included in STEM education as well as the necessity to
develop the 21st-century skills (Wagner, 2008). The data indicated (Tables 16–19) that the
stakeholders identified the development of 21st-century skills as an important benefit of SciFest.
The second theme was that there was a perception among stakeholders that SciFest
provides an overall educational benefit to students. The third theme was that there was a percep-
tion among stakeholders that MNCs’ partnership has been an important part of SciFest. The data
indicated (Tables 16–19) that MNCs have been an important partner in SciFest. A growing
economy supported by large, successful MNCs not only is positive for Ireland but also exerts
some influence over the educational system. Irish educational policy made a shift to identify the
STEM subjects as important areas of instructional development because knowledge in these
fields was important for the development of human capital, FDI, and MNCs moving to Ireland
(Dorgan, 2006). The stakeholders saw the need to develop the skills demanded by these compa-
nies as well as the need for these companies to support the schools in creating a skilled labor
force.
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Chapter Five: Summary, Implications, Recommendations, and Conclusions
Globalization has had a profound impact not only on world economies but also on how
educational systems respond to the new economy—in particular, how educational systems
prepare citizens to be part of the new economy. Friedman (2007) described globalization as the
flattening of the world economy. In a new, “flat” world, technology and collaborative economies
have created an entirely new model and have drastically changed how countries, corporations,
and workers will interact. This new world will also have a profound impact on world economies,
politics, and jobs. It will create new challenges such as increased competition and require not
only new skills sets but also a much more self-reliant, creative, and innovative mindset.
Since 1997, Ireland has continued to revise and reform educational policy to address both
the economic and the social needs of their population (Dorgan, 2006). The nation continues to
emphasize STEM education and has published important policy and opinion papers stating the
importance of STEM education in the current context. Post-Celtic Tiger, Ireland has shifted its
educational policies and practices to address the rising need for knowledge-based workers and to
develop 21st-century skills through STEM instruction and PBL activities (Walsh & Loxley,
2015). Sahin (2013) found that students who participated in science fairs had a greater likelihood
of majoring in STEM-related fields in postsecondary school. Intel and other MNCs view science
and technology fairs as having a direct influence on the workforce as they strengthen knowledge-
based economies.
In order to remain competitive in a world economy that values knowledge workers and
places significant value on 21st-century skills, Ireland must continue to produce a well-educated
and skilled workforce. The design and purpose of this study was to examine the effectiveness of
science fairs in preparation for state examinations, to determine the impact of science and
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 159
technology fairs on acquisition of 21st-century skills and selection of STEM courses—especially
among female students, to examine the impact of leadership on the successful implementation of
science and technology fairs, and to determine the role of MNCs in supporting science and tech-
nology fairs. This study was conducted in the context of how Ireland’s current and developing
educational policies determine the implementation of STEM and IBL.
A summary of the structure of this dissertation is provided to give the reader an under-
standing of the various sources of information that created this study. Chapter One contained a
general overview of the background and problem of the study. This chapter also presented the
four research questions that guided this study:
1. How do schools engage in SciFest while preparing students for the Leaving Certifi-
cate Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling in
senior-level and third level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/
university professors and MNCs have regarding the value of students’ participation in SciFest?
In addition to the overview, the background, and the research questions, key terms needed
for understanding the content of the study were defined. The limitations and delimitations
associated with the study as well as the assumptions made regarding the study were outlined.
Chapter One presented the study in a clear, concise, linear manner in order for the reader to better
understand the content, purpose, and significance of the study.
Chapter Two detailed a summary of the literature that created the foundation on which
this study was built. This review included a definition and description of globalization, its
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 160
history, and its impact on the world’s economy. The review provided a comprehensive history of
Ireland, including subsections on its economic history and how globalization has impacted
Ireland’s history. The next section discussed the history of education in Ireland including
government and the church, the church’s expanding role, educational policies, the current
educational system, 21st-century skills, STEM and PBL, science and technology fairs, leadership,
and gender. The review concluded with an overview of the theoretical frameworks used to
ground the study: the globalization of education developed by Friedman (2007), Spring (2015),
Thurow (2000), and Wagner (2008); frameworks for STEM, PBL, and the growth of 21st-
century skills developed by Spring (2015) and Wagner (2008); Acker’s (1987) feminist theory
and the study of gender in education; and Bolman and Deal’s (2013) four frames of leadership.
Chapter Three described the process for conducting this research study. This chapter
included a description of the mix-methods approach to the study, an overview of the research
team conducting the study, a description of the participants in the study, and a description of the
study’s population and sampling methods. This chapter also described the instrumentation and
protocols used for surveys, interviews and observations, as well as the processes used to collect
and analyze the data gathered. This chapter addressed adherence of the individual researcher and
research team to the guidelines and expectations required by USC’s IRB process, which included
a discussion of the validity, credibility, and trustworthiness of the study, along with addressing
reliability and ethical considerations.
Chapter Four presented the findings of the data collected for the study. In this chapter
there were brief overviews of the target school, a description of the study design, and a review of
the study participants. Data were presented for each of the research questions in relation to the
themes identified for each question. Each of the participant groups (students, teachers/adminis-
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 161
trators, business and political leaders, and educational policymakers) provided data to establish
the themes outlined in this chapter. The triangulation of the data was obtained by examining the
surveys, interviews, and observations for each of these groups (Creswell, 2014).
Chapter Five is the summary of Chapters One to Four. This chapter provides a review of
the findings for each research question and recommendations for possible future studies based on
the findings of this study. The chapter begins with a review of the overall structure of the chap-
ters within the dissertation and then moves to the practical implications of the study. Finally,
ways to extend the study in the future are explored.
Summary of Findings
Findings for Research Question 1
Research Question 1 focused on how schools engage in SciFest while preparing students
for the state examinations. When first introduced, the Leaving Certificate Examination was
intended to provide a qualification for the very small number who entered postprimary schools
and to provide useful information to employers. The initial recommendation was that the exami-
nation be instituted on an optional basis (Madaus & Greaney, 1985). Following completion of
the upper secondary program, the majority of Irish students take another nationally standardized
assessment called the Leaving Certificate Exam, the results of which are used to determine a
student’s eligibility for entry into higher education (Smyth et al., 2011). With the transition from
a rural, agrarian economy to the global, knowledge-based economy, state examinations have
taken on a much more significant role and have become high stakes for Irish students.
Research Question 1 yielded two themes on the curriculum alignment and strategies that
schools employ to engage students in science and technology fairs. The first theme was that there
was a variance in perception among stakeholders that participation in SciFest helped to prepare
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 162
students for state examinations. The high-stakes nature of the Leaving Certificate Exam greatly
influences Irish students’ course of study, including participation in extra- and co-curricular
activities, during the Senior Cycle. The stakeholders surveyed had significant variance in their
perceptions. Teachers at SICS perceived that the 21st- century skills learned through participa-
tion in SciFest benefitted the students; however, students did not agree with this perception.
The second theme was that there was a perception that teachers and school leaders
employed strategies to encourage participation in SciFest. Northouse (2016) defined leadership
as the process by which a person influences a group to achieve a common goal. Fullan (2017)
found that modern educational leaders are agents of change and can use systems to positively
impact their school or organization. The stakeholders had a positive view of the school leader-
ship, including the teachers who organized and ran SciFest. The stakeholders noted that school
leadership provided the resources and funding to have a large group of students participate in
SciFest. Fullan (2014) found that when school leaders employed effective, collaborative means
of leadership, it builds trust across the school and facilitates more significant outcomes for
stakeholders.
Findings for Research Question 2
Research Question 2 focused on the role that school leadership plays in participation in
SciFest. Fullan and Quinn (2015) found that two of the seven required competencies creating,
effecting, and sustaining change are building trust through clear communication and expectations
and creating a commonly owned plan for success. Irish educational policymakers have taken
steps over time to change the curriculum and the content to address the economic needs of the
country (Dorgan, 2006). The Ireland DES is taking steps to incorporate more STEM into the
curriculum and to create greater alignment between the curriculum and state examinations. The
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 163
Ireland DES (2017b) acknowledged that there is an uptick in STEM coursework at the Senior
Cycle level but that more work must be done.
Research Question 2 yielded two themes: the importance of aligning school activities to
the state examination and the opinion that school leadership plays a vital role in the successful
implementation of science and technology fairs. The first theme for Research Question 2 was
that was a perception among stakeholder groups that SciFest activities are not fully aligned with
state examinations. The Leaving Certificate Examination significantly affects students’ path-
ways and postsecondary programs. Many students and parents have argued that the weight
placed on a single examination is too great, as it determines students’ pathway through life.
Teachers have argued that the examination narrows the curriculum in that students care only
about material that will be on their Leaving Certificate Examination (O’Reilly, 2012). Teachers
noted the correlation among STEM programs, 21st- century skills, and preparation for state
examinations; however, students’ responses were not in agreement the perceptions of the teach-
ers.
The second theme for Research Question 2 was that there was a perception among
stakeholder groups that school leadership had effectively created and communicated a shared
vision for the implementation of SciFest. Dufour and Berkey (1995) found that effective school
leadership is associated with altering the professional practices, beliefs, and understandings of
school persons toward an articulated end. The school principal must be able to describe that end
in clear and compelling terms. Without a vision of the school that they are trying to create,
principals will be unable to identify the initiatives that are necessary to move the school in a
purposeful direction. There was overall agreement among the stakeholder groups that the school
leadership had a clear vision for SciFest participation and that the vision was part of a
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 164
collaborative process among the teachers and students. School leaders sought to have SciFest
create a positive effect on state examinations but also understood the value in the 21st-century
skills developed through participation in SciFest. Friedman (2007) and Schleicher (2011) found
that the learning process and metacognition are as important as the content and curriculum that
are taught in schools. Students must learn the skills to learn and adapt quickly, as the skills
traditionally taught in schools may not be those needed in future economies.
Findings for Research Question 3
Research Question 3 focused on how participation in SciFest influenced female students’
interest in enrolling in senior-level and third-level STEM courses. McCoy and Smyth (2011)
found that as the Irish educational system reacted to the post-Celtic Tiger era and created more
opportunity for STEM and PBL education, the number of women in STEM and PBL education
did not increase at the same rate as male students. Perrone, Sedlacek, and Alexander (2001)
attributed the lack of women entering STEM fields to the lack of female role models or insuffi-
cient confidence about entering STEM fields. According to Moakler and Kim (2014), there are
indications that self-confidence and academic performance are strong indicators of self-efficacy,
which is concerned with performance capability, not academic abilities. It is not enough for
female students to have the academic capability to succeed in STEM; they must also have
experiences where they perform at high levels and demonstrate their ability and capability.
Research Question 3 yielded two themes on the perception that participation in science
and technology fairs increases female students’ interest in STEM courses. The first theme for
Research Question 3 was that there was a perception among female students that participation in
SciFest increased confidence in STEM-related subjects. In order to create more confidence in
female students with respect to STEM, active and creative solutions must be explored. The
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 165
number of female students with low confidence in mathematics and low STEM major choices
suggests that more holistic and systemic programs have to be implemented to develop female
students’ efficacy and to raise expectations toward STEM majors or fields (Moakler & Kim,
2014). There was agreement among the stakeholders that participation in SciFest raised the
confidence level of female students and increased the number of female students selecting STEM
courses in their Senior Cycle course of study. Acker (1987) found that the radical feminist frame
in education has concentrated mainly on male monopolization of knowledge and culture and on
gender politics in schools. Participation in SciFest allows female students to demonstrate not
only knowledge but also that they can perform alongside male students in a competitive environ-
ment.
The second theme for Research Question 3 was that there was a perception among school
leaders, female students, and business leaders and educational policymakers that access to female
role models increased the number of female students in STEM-related subjects. Beede et al.
(2011) contended that “there are many possible factors contributing to the discrepancy of women
and men in STEM jobs, including a lack of female role models, gender stereotyping, and less
family-friendly flexibility in the STEM fields” (p. 4). Drury, Siy, and Cheryan (2011) found that
female role models increase confidence in women who identify with and select STEM course-
work and STEM fields; female role models also protects them against the harmful effects of
negative stereotypes. All stakeholders agreed that female role models in the math and science
departments at SICS were a significant contributing factor to female students selecting STEM
coursework. The students responded that female role models instilled confidence and that the
students felt fortunate to have a large number of female role models. Milgram (2011) noted that
women and girls should see repeated examples of female role models in STEM fields.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 166
Findings for Research Question 4
Research Question 4 focused on the perceptions that teachers, principals, parents,
students, civic leaders, college/university professors, and MNCs had regarding the value of
students’ participation in SciFest. According to Fagan (2002), one of the greatest magnets for
FDI and MNCs is an educational system that produces workers who are prepared to succeed in a
knowledge-based economy and who possess 21st-century skills. Globalization and the flattening
phenomena are causing educational systems to rethink their practices as well as the outcomes for
students. MNCs are investing more in human capital, which refers to the skills, abilities, and
knowledge of its workforce (McDonnell, 2008). In order for Ireland to maintain its competitive
edge, it is vital that MNCs invest in and sponsor educational programs that enable students to
develop 21st-century skills and prepare them to enter the global workforce.
Research Question 4 yielded three themes on the importance of science and technology
fairs and the importance of the partnership between SciFest and MNCs. The first theme for
Research Question 4 was that there was a perception among stakeholders that SciFest develops
21st-century skills in students. Spring (2008) theorized that globalization, in the form of world-
wide networks, processes, and institutions, affects local education practices and policies. Educa-
tional systems must adapt to prepare the nation’s future workforce to excel in a knowledge-
based, global economy. There is a tremendous need to create an educational policy that
addresses STEM instruction, PBL, and development of 21st-century skills. All stakeholders in
the study agreed that participation in SciFest developed 21-century skills in students. Many of
stakeholders discussed presentation skills and communication skills as some of the most impor-
tant skills. The stakeholders agreed that it was important for students not only to participate in
IBL but also to present their learning in both informal and competitive environments. Friedman
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 167
(2007) and Schleicher (2011) found that the learning process and metacognition are as important
as the content and curriculum that are taught in schools.
The second theme for Research Question 4 was that there was a perception among stake-
holders that SciFest provides an overall educational benefit to students. According to Friedman
(2007), education in the flat world should support student learning in nontraditional ways:
“Passion and curiosity are two important characteristics that people must have to set themselves
apart in the global job market” (p. 11). Wagner and Compton (2012) stated that these character-
istics build immunity against automation, digitization, and outsourcing in the global knowledge
economy of the 21st century. Stakeholders agreed that participation in SciFest benefitted the
students. SciFest not only developed 21st-century skills but also allowed students to extend their
learning and develop STEM projects around their self-interests. Slough and Milam (2013) out-
lined four design principles: making content visible, making thinking visible, helping students
learn from others, and promoting autonomy and lifelong learning: “Effective instruction provides
students opportunities to ask their own questions, conduct investigations, evaluate evidence,
develop theories, and participate in scientific learning” (p. 16).
The third theme for Research Question 4 was that there was a perception among stake-
holders that MNCs’ partnership have been an important part of SciFest. Workers in the new
global economy are expected to be able to think critically, to solve complex problems, and to
engage in new learning. MNCs place immense value on well-educated, knowledge workers. As
the Irish economy grows and expands due to the presence of MNCs and FDI, there will be
increased pressure to produce greater numbers of skilled workers who can enter the global
economy. The Ireland DES (2017) is addressing the need for more STEM instruction at all levels
of the Irish educational system. While policy is an important factor in making institutional
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 168
change, one way that MNCs can influence development of 21st-century skills is to invest in
science and technology fairs at the local schools and at the regional and national levels. Stake-
holders agreed that participation in science and technology fairs and competitions, such as
SciFest, provides students with the opportunity to develop 21st-century skills and to be better
prepared to compete in a global workforce that values the ability to communicate, think critically,
collaborate, and demonstrate creativity. SICS is greatly influenced by the presence of chemical
and pharmaceutical MNCs. Evidence of the MNCs’ presence in SciFest was observed at the
regional SciFest competition in Cork, Ireland. A large number of MNCs were name sponsors for
the event and representatives from the MNCs judged the competition. Jones and Bird (2000)
found that in public-private partnerships, the private companies envision using their expertise
and business skills to transform teaching and learning. Participation in instructional and extra-
curricular activities that foster 21st-century learning is one way to ensure their workforce
demands are met.
Practical Implications
The review of the literature in Chapter Two of this study examined the impact of global-
ization, the influx of MNCs, and FDI on both the Irish economy and the Irish educational system
(Fagan, 2002; Friedman, 2007; Thurow, 2000). Chapter Two explained the history and develop-
ment of the two systems. Ireland made drastic changes in both its economy and its education
system, which were driven by the need to produce a skilled, knowledge-based workforce for the
new and evolving economy (O’Hagan & Newman, 2014). Globalization, FDI, and growing
MNC requirements created a continuing need for change in Irish schools that were brought about
through broad educational policy changes that addressed the need for more STEM programs,
IBL, and PBL (O’Reilly, 2012). The review of the literature also examined the impact of science
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 169
and technology fairs on enrollment in STEM programs and the role that school leadership plays
in the implementation of science and technology fairs.
Analysis of the literature review and the data collected for the study indicated several
implications for change that Ireland may consider if it hopes to maintain leadership in the global-
ized economy and to continue to produce a highly skilled workforce. One practical implication
for change in the Irish education system is the need to revise state examinations, particularly the
Leaving Certificate Exam, by putting more emphasis on IBL and 21st-century skills. Friedman
(2007) and Schleicher (2011) found that the learning process and metacognition are as important
as the content and curriculum that are taught in schools. The world is changing very quickly;
thus, the knowledge and skills traditionally taught in school will not address the challenges of the
future. Twenty-first-century students must continually be able to adapt to and learn new and
emerging skills that may or may not have existed in their formal educational setting. Schleicher
noted that “using technology, communicating, and collaborating will be important skills for
students to develop in the 21st century” (p. 40). These skills, identified as 21st-century learning,
communication, collaboration, critical thinking, and creativity, are essential for students who are
participating in a curriculum that requires them to construct their own learning (Wagner, 2008).
Generally, the practice or incorporating inquiry-based instruction or use of the 4 Cs (i.e., critical
thinking, communication, collaboration, creativity) in regular classroom instruction is not widely
or systematically done (Wagner, 2008). These strategies and skills are not aligned to current
high-stakes assessment practices. The Leaving Certificate Exam is used to determine a student’s
eligibility for entry into higher education (Smyth et al., 2011). As Senior Cycle Irish students
prepare for the Leaving Certificate Exam, they have to make value judgements regarding the
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 170
benefit of participation in STEM, IBL, and PBL activities versus the benefit of preparing solely
for the exam.
Spring (2008) stated that the knowledge economy relies on the application of technology.
Bybee (2010) determined that creating a STEM-literate citizenry is key to a country’s success on
the global level. To support student success in the 21st century, schools must help students to
move beyond finding information to learn how to evaluate the information for accuracy and
usefulness (Pappas, 2009). In order to compete in the flat world, countries must create innova-
tors who develop new ideas to solve new kinds of problems (Friedman, 2007). Another practical
implication for change is the consideration of having all students participate in extracurricular,
STEM-based activities during their Junior Cycle, Transition Year, or Senior Cycle. The research
indicated that students who participated in science fairs and competitions were more likely to
continue their interest in STEM-related fields (Sahin, 2013). The research also indicated that
student-directed, open-ended scientific investigations and invention projects might increase
students’ scientific and technological literacy. Participation in these kinds of projects will
increase the chances that they will succeed in economies based on science and technology
(Bencze & Bowen, 2009).
The data from this study supported the idea that students who participated in science and
technology fairs might continue their interest in STEM and develop 21st-century skills. Signifi-
cantly, the research found that female students’ participation in science and technology fairs may
increase their confidence level regarding STEM. Finally, the research found that MNCs value
the skills attained through participation in science and technology fairs.
The Teaching Council, the professional body for teaching in Ireland, was established to
promote teaching as a profession at the primary and postprimary levels, to promote the
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 171
professional development of teachers, and to regulate standards in the profession (Ireland DES,
2017). The Teaching Council’s policy on the teacher education continuum provides a sound basis
for the developments that are needed to establish and build upon the skills of teachers in literacy
and numeracy teaching (Ireland DES, 2017). A final implication is for the Irish educational
system to implement professional development activities that provide teachers with the skills and
resources to use IBL and PBL at all levels in all subjects. According to Capraro et al. (2013), the
PBL frameworks include the idea that PBL happens over time and in stages. PBL utilizes
comprehensive rubrics to provide structure to appropriately evaluate students’ learning (Bender,
2012). It is important that PBL instructional activities are scaffolded and that students are
provided with structure that supports their learning and gives them continuous feedback as they
participate in STEM activities (Capraro et al., 2013). In order for PBL instructional strategies to
be implemented with fidelity, teachers will require preservice training and professional develop-
ment in STEM and PBL. As one of its core pillars to improve STEM education, the Ireland DES
(2017) states that it will collaborate with the National Forum for the Advancement of Teaching
and Learning in Higher Education and with the Teaching Council to determine how best to
embed STEM in preservice programs. The DES also plans to provide a quality assured programs
of professional development support for STEM across the support services and explore the
development of a framework for STEM professional development programs and teaching and
learning resources (Ireland DES, 2017). If achieved, these goals may help address the acquisition
of STEM and PBL skills in teachers entering the profession and provide professional develop-
ment opportunities for veteran teachers.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 172
Recommendations for Future Research
One recommendation for future research would be to examine the confidence levels and
STEM participation for female students at all-female schools and compare with confidence levels
and STEM participation among female students at coeducational schools (schools with male and
female students). McCoy and Smyth (2011) found that as the Irish educational system reacted to
the post-Celtic Tiger era and created more opportunity for STEM and PBL education, the number
of women in STEM and PBL education did not increase at the same rate as for male students.
Women were not finding the same opportunities to develop 21st-century skills and to prepare
themselves for a knowledge-based workforce. The research on gender equity in education has
demonstrated that when provided with access, women will use education to enter the workforce,
that Ireland’s focus on creating knowledge workers has increased the gender gap, and that there is
a need for increasing the number of women who have access to STEM and PBL instructional
opportunities. In discussion with members of the research team, it was noted that female
students at all-girls schools had a high level of confidence in relation to the students at coeduca-
tional schools.
At SICS, there was a perception among stakeholders that the playing field was equal for
girls and that they had the same opportunities as the male students. The school had a significant
number of female STEM teachers who acted as role models, but there were no overt or visible
activities to recruit and encourage female students to participate in STEM courses (personal
observation, April 20, 2018). Bensimon (2005) discussed the structural and cultural outcomes
that prevent schools from producing equitable educational outcomes. Deficit and diversity are
more likely to be heard and acknowledged than discourse on equity. Future research may seek to
discover whether single-gender schools provide greater equity and therefore increase confidence.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 173
A second recommendation for future research would be to track science and technology
fair participants post-third level (college or university) to determine the impact of science and
technology fairs on their career choices. Hossain and Robinson (2012) found that in order to
increase students’ interests and enthusiasm in STEM careers, they should be encouraged to par-
ticipate in after-school STEM programs and in science fairs. Students felt that their participation
in science fairs reinforced their plans to study STEM majors in college and helped them to
develop the full range of 21st-century skills (Sahin, Ayar, & Adiguzel, 2014).
In 2006, Dr. Sheila Porter founded SciFest to promote interest in the sciences among Irish
students and to provide a hands-on science fair experience based on observed models from the
Intel Educator Academy in the United States (SciFest, 2018). From 2011 to 2017, the number of
participating schools increased from five to 67 (SciFest, 2018). Institutes of Technology and
local colleges host regional SciFest fairs that are open to all second-level students. The regional
fairs provide second-level students with the opportunity to visit third-level colleges and to be
exposed to STEM fields and STEM careers (SciFest, 2018). Given SciFest’s long history and
large number of students participating in its program, efforts should be made to study the percep-
tions of the participants regarding SciFest’s impact on their career choices after their completion
of third- level courses. Their perceptions should continue to be measured at subsequent intervals
to determine how their perceptions may change over time. Particular interest should be paid to
female students and their career choices regarding STEM. Hossain and Robinson (2012) noted
that female students did not select engineering fields, and Griffith (2010) found that women were
more likely than their male counterparts to leave STEM professions.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 174
Conclusions
The Irish economy has made significant changes in the last 60 years. It has moved from a
rural, agrarian economy to technology-driven, globalized economy (Duff, 2003; O’Hagan &
Newman, 2014). In the 1990s, Ireland experienced a period of rapid economic growth, FDI, and
an increased presence of MNCs. This period was called the Celtic Tiger; and while it brought
about a positive shift in the industry, it also brought about increased challenges. In particular, to
continue to attract FDI and MNCs, Ireland has to produce an educated workforce that has devel-
oped 21st-century skills.
The educational system may accomplish this goal through increasing participation in
STEM, PBL, and IBL (O’Hagan & Newman, 2014). Participation in science and technology
fairs and competitions, such as SciFest, provides students with the opportunity to develop 21st-
century skills and to be better prepared to compete in a global workforce that values the ability to
communicate, think critically, collaborate, and demonstrate creativity.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 175
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SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 184
Appendix A: Recruitment Letter to Principal
Dear [CONTACT NAME],
My name is [USC STUDENT’S NAME] and I am currently [USC STUDENT’S TITLE/POSITION],
located in the United States. I am also a doctoral student at the University of Southern California (USC)
and in April, 2018, I will travel with 12 other doctoral students from USC to Ireland as part of a research
team led by Dr. Michael Escalante.
Your name was provided to me as an innovative leader running an exemplary program. Recently, Sheila
Porter, CEO of SciFest, contacted you or a representative at your school to request your participation in a
1-day study. From April 16 to 19, 2018, another doctoral student and I hope to visit [NAME OF
SCHOOL/INSTITUTION] to talk with, observe, and survey willing students, teachers, and you.
This study’s ultimate goal is to understand how schools and SciFest are helping students to develop 21st-
century skills, particularly in the fields of science, technology, engineering, and maths (STEM). We are
interested in STEM education as a means of producing knowledge-ready workers and citizens prepared
for the 21st-century. Expanding on prior studies, we hope to understand how leadership and increased
female participation influence broader acquisition of 21st-century skills and/or pursuit of STEM in
college-career. Furthermore, we aim to understand the influence of globalization and multinational
corporations on schools throughout Ireland.
The following questions will guide our research:
1. How do schools engage in SciFest while preparing students for the Leaving Certificate Examina-
tion?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into senior-
level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/university
professors, and multinational corporations (MNCs) have regarding the value of student participa-
tion in SciFest?
Please know that participation during our visit will be entirely voluntary, confidential, and nonevaluative.
If you would like, at the completion of the overall study, I would be more than happy to provide a copy of
the final dissertation results and conclusions report.
Thank you for considering my request and taking your valuable time to read this correspondence; without
your help, this experience would not be possible. May I request that you reply at your convenience via
email to [USC STUDENT’S EMAIL] to provide a contact number and preferred time for me to call you
to discuss details about my visit to [NAME OF SCHOOL/INSTITUTION].
Sincerely,
[USC STUDENT’S NAME]
Doctoral Candidate
Rossier School of Education
University of Southern California
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 185
Appendix B: Political Leader/Educational Policy Maker Interview Protocol
Interviewer: Date:
Interviewee: Location:
Job Title: Contact Information:
Length of Time in Your Position:
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand the
influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the Leaving Certificate Exam. Additionally, this
study investigates how SciFest influences female students’ interest in STEM courses and stake-
holders’ perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce. For clarification, we are particularly interested in the fields of science, technology,
engineering, and maths (STEM). Students need 21st-century skills to compete in a global work-
force and economy; these 21st-century skills include critical thinking, collaboration, effective
oral and written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes among the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the Leaving Certificate
Exam
1. What is the ideal way to prepare students for the Leaving Exam while participating in
SciFest at the same time?
2. What strategies should schools employ to prepare students for SciFest while preparing
students for the Leaving Certificate Exam?
3. How does participation in SciFest influence preparation for the Leaving Certificate Exam?
4. Some principals say that SciFest takes away from the core instruction and preparation for
the Leaving Certificate Exam. How would you respond to that?
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 186
II. The influence of school leadership on SciFest participation
1. If possible, talk to me about instances that you are aware of when school leadership influ-
enced students to participate in SciFest.
2. What leadership qualities are important in getting schools to participate in SciFest?
3. What challenges do you think school leaders face in supporting their school’s participation
in SciFest?
4. Suppose I am a new principal and I am considering implementing SciFest at my school.
What would you say?
III. Influence of SciFest participation on female students’ interest in enrolling into senior-
level and third-level STEM courses
1. How has SciFest affected female students’ interest in continuing their study in STEM
courses in the senior level and/or third level, if at all?
2. Why do you believe that female students participate in SciFest?
3. What do you see as some of the advantages of female students’ participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?
IV. The value of student participation in SciFest
1. How does student participation in SciFest benefit students, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if any?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 187
Appendix C: Business and Industry (MNCs) Interview Protocol
Interviewer: Date:
Interviewee: Location:
Job Title: Contact Information:
Length of Time in Your Position:
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand the
influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the Leaving Certificate Exam. Additionally, this
study investigates how SciFest influences female students’ interest in STEM courses and stake-
holders’ perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce. For clarification, we are particularly interested in the fields of science, technology,
engineering, and maths (STEM). Students need 21st-century skills to compete in a global work-
force and economy; these 21st-century skills include critical thinking, collaboration, effective
oral and written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the Leaving Certificate
Exam
1. What is your opinion of the ideal way to prepare students for the Leaving Exam while
participating in SciFest at the same time?
2. What strategies should schools employ to prepare students for SciFest while preparing
students for the Leaving Certificate Exam?
3. How does participation in SciFest influence preparation for the Leaving Certificate Exam?
4. Some principals say that SciFest takes away from the core instruction and preparation for the
Leaving Certificate Exam. How would you respond to that?
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 188
II. The influence of school leadership on SciFest participation
1. If possible, talk to me about instances you are aware of when school leadership influenced
students to participate in SciFest.
2. What leadership qualities are important in getting schools to participate in SciFest?
3. What challenges do you think school leaders face in supporting their school’s participation
in SciFest?
III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses
1. How has SciFest affected female students’ interest in continuing their study in STEM fields
in the senior level and/or third level, if at all?
2. Why do you believe that female students participate in SciFest?
3. What do you see as some of the advantages of female student participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?
IV. The value of student participation in SciFest
1. How does student participation in SciFest benefit your organization, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if any?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 189
Appendix D: School Leader Interview Protocol
Interviewer: Date:
Interviewee: Location:
Job Title: Contact Information:
Length of Time in Your Position:
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the Leaving Certificate Exam. Additionally, this
study investigates how SciFest influences female students’ interest in STEM courses and stake-
holders’ perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce. For clarification, we are particularly interested in the fields of science, technology,
engineering, and maths (STEM). Students need 21st-century skills to compete in a global work-
force and economy; these 21st century skills include critical thinking, collaboration, effective
oral and written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the Leaving Certificate
Exam
1. What is the ideal way to prepare students for the Leaving Exam while participating in
SciFest at the same time?
2. What strategies are employed to prepare students for SciFest at your school while preparing
students for the Leaving Certificate Exam?
3. How does participation in SciFest influence preparation for the Leaving Certificate Exam?
4. Some principals say that SciFest takes away from the core instruction and preparation for
the Leaving Certificate Exam. How would you respond to that?
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 190
II. The influence of school leadership on SciFest participation
1. Talk to me about instances, if any, when your leadership has influenced participation in
SciFest.
2. What leadership qualities are important in getting your school to participate in SciFest?
3. What challenges do school leaders face in supporting their school’s participation in SciFest?
4. Suppose I am a new principal and I am considering implementing SciFest at my school.
What would you say?
III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses
1. How has SciFest affected female students’ interest in continuing their study in STEM fields
in the senior level and/or third level, if at all?
2. Why do you believe that female students participate in SciFest?
3. What do you see as some of the advantages of female students’ participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?
IV. The value of student participation in SciFest
1. How does student participation in SciFest benefit students, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if any?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 191
Appendix E: Teacher Interview Protocol
Interviewer: Date:
Interviewee: Location:
Job Title: Contact Information:
Length of Time in Your Position:
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand the
influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the Leaving Certificate Exam. Additionally, this
study investigates how SciFest influences female students’ interest in STEM courses and stake-
holders’ perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce. For clarification, we are particularly interested in the fields of science, technology,
engineering, and maths (STEM). Students need 21st-century skills to compete in a global work-
force and economy; these 21st-century skills include critical thinking, collaboration, effective
oral and written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. School’s engagement in SciFest while preparing students for the Leaving Certificate
Exam
1. What is the ideal way to prepare students for the Leaving Exam while participating in
SciFest at the same time?
2. What strategies are employed to prepare students for SciFest at your school while preparing
students for the Leaving Certificate Exam?
3. Are you finding that participation in SciFest influences preparation for the Leaving Certifi-
cate Exam? Please describe this influence.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 192
4. Some teachers might say that SciFest takes away from the core instruction and preparation
for the Leaving Certificate Exam. How would you respond to that?
II. The influence of school leadership on SciFest participation
1. Talk to me about instances, if any, where your school principal or other school leaders have
influenced participation in SciFest.
2. What leadership qualities does your principal demonstrate in getting your school to par-
ticipate in SciFest?
3. What challenges do your school principal or other school leaders face in supporting the
school’s participation in SciFest?
4. If you worked at a school where the principal was considering implementing SciFest, what
advice would you give them?
III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses
1. In your opinion, how has SciFest affected female students’ interest in continuing their study
in STEM fields in the senior level and/or third level, if at all?
2. Why do you believe that female students participate in SciFest?
3. What are examples of the advantages that female students get when they participate in
SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?
IV. The value of student participation in SciFest
1. What is your perception of the benefit that students may get from participation in SciFest?
2. What is the role of SciFest in the development of 21st-century skills, if any?
3. If I were a student at this school and I were trying to decide on a college major (third-level
course of study), how would SciFest influence my decision?
4. What is your opinion of SciFest’s contribution to Ireland’s economic prosperity?
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 193
Appendix F: Student/Parent Interview Protocol
Interviewer: Date:
Interviewee: Location:
Select One: Student ____ Parent ___ Contact Information:
(Child’s) Gender: _____________________________ (Child’s Grade): ___________
(Child’s) School:
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand the
influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the Leaving Certificate exam. Additionally, this
study investigates how SciFest influences female students’ interest in STEM courses and stake-
holders’ perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce. For clarification, we are particularly interested in the fields of science, technology,
engineering, and maths (STEM). Students need 21st-century skills to compete in a global work-
force and economy; these 21st-century skills include critical thinking, collaboration, effective
oral and written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. School’s engagement in SciFest while preparing students for the Leaving Certificate
Exam
1. What is the ideal way to prepare students for the Leaving Exam while participating in
SciFest at the same time?
2. What strategies are utilized to prepare students for SciFest at your (child’s) school while
preparing students for the Leaving Certificate Exam?
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 194
3. How does participation in SciFest influence students’ preparation for the Leaving Certificate
Exam, if at all?
4. Some say that SciFest takes away from the core instruction and preparation for the Leaving
Certificate Exam. How would you respond to that statement?
II. The influence of school leadership on SciFest participation
1. Talk to me about instances, if any, when school leadership has influenced your (child’s)
participation in SciFest.
2. What leadership qualities are important in getting your (child’s) school to participate in
SciFest?
3. What challenges do school leaders face in supporting their school’s participation in SciFest?
4. Suppose I am a new principal and I am considering implementing SciFest at my school.
What would you say?
III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses
1. How has SciFest affected female students’ interest in continuing their study in STEM
courses in the senior level and/or third level, if at all?
2. Why do you believe that female students participate in SciFest?
3. What do you see as some of the advantages of female students’ participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?
IV. The value of student participation in SciFest
1. How does student participation in SciFest benefit students, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if any?
3. How does SciFest influence students’ college and career choices?
4. Why do you (does your child) participate in SciFest?
5. (Parent Only) How does SciFest contribute to Ireland’s economic prosperity, if at all?
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 195
Appendix G: Classroom Observation Protocol
Date: _______________________ Location of Observation:
Teacher Observed: Time of Observation:
Class Size (total students): Males Females
Class Title and Grade Level:
DESCRIPTION/DIAGRAM OF
CLASSROOM
! Position of student desks
! Position of teacher’s desk
! Whiteboard
! Grouping of students
! Technology
! Tables, computers, shelves
! Wall displays, decorations
* Reflection on how physical
space promotes 21st-century
skills
FRONT OF CLASSROOM
Overview of Lesson (Learning Objective for the Day):
Instructional Materials Used:
Additional Classroom Information:
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 196
21st-Century Skills
(Wagner, 2008)
STEM/Inquiry-
Based (Slough &
Milam (2013)
Actions and Comments
Observed Observer Comments
Critical Thinking and
Problem Solving
Making Content
Accessible
Collaborating Across
Networks
Making Thinking
Visible
Agility and Adapt-
ability
Helping Students
Learn From Oth-
ers
Initiative and Entre-
preneurialism
Promoting Au-
tonomy and Life-
long Learning
Effective Oral and
Written Communica-
tion
Accessing and Ana-
lyzing Information
Curiosity and Imagi-
nation
Other Observations
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 197
Reflection Questions:
1. RQ1: What evidence exists of STEM education and 21st-century skill development?
2. RQ1: What evidence exists of inquiry-based learning strategies?
3. RQ1: What evidence is there in preparing students for the Leaving Certificate Examination?
4. RQ1: How does the teacher integrate elements of SciFest during the lesson?
5. RQ3: How are female students engaged in STEM activities in the classroom?
6. RQ1: What is the nature of student interactions in class?
7. RQ1: How is the teacher engaging students in STEM education?
8. Are there additional questions for the teacher?
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 198
Appendix H: SciFest Observation Protocol
Date: Location of Fair: Cork Institute of Technology
Time of Observation:
Number of Students Participating: Males Females
Grade Level of Students Participating:
DESCRIPTION/DIAGRAM OF
FAIR
! Position of student projects
! Grouping of students/themes
! Technology
! Tables, computers
! Wall displays, decorations
* Reflection on how physical
space promotes 21st-century
skills
FRONT OF FAIR
Overview of Events/Themes:
Additional SciFest Information:
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 199
21st-Century Skills
(Wagner, 2008)
STEM/Inquiry-
Based (Slough &
Milam (2013)
Actions and Comments
Observed Observer Comments
Critical Thinking and
Problem Solving
Making Content
Accessible
Collaborating Across
Networks
Making Thinking
Visible
Agility and Adapt-
ability
Helping Students
Learn From Oth-
ers
Initiative and Entre-
preneurialism
Promoting Au-
tonomy and Life-
long Learning
Effective Oral and
Written Communica-
tion
Accessing and Ana-
lyzing Information
Curiosity and Imagi-
nation
Other Observations
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 200
Reflection Questions:
1. RQ1: What evidence exists of STEM education and 21st-century skill development?
2. RQ1: What evidence exists of inquiry-based learning strategies?
3. RQ1: What evidence is there in preparing students for the Leaving Certificate Examination?
4. RQ1: How does the teacher integrate elements of SciFest during the lesson?
5. RQ3: How are female students engaged in STEM activities in the classroom?
6. RQ1: What is the nature of student interactions in class?
7. RQ1: How is the teacher engaging students in STEM education?
8. Are there additional questions for the teacher?
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 201
Appendix I: Survey Protocol for School Administrator or Teacher
Date: Location of Survey:
Select One: School Administrator Teacher
Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.
STEM: Science, technology, engineering, and maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other coun-
tries and their influence on education and policy in Ireland (e.g., Intel).
School Leadership: Principal, other school administrator, or SciFest lead teacher.
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know
1. Participation in SciFest prepares students to be successful on
the Leaving Certificate Examination. SA A N D SD DK
2. School leadership encourages participation in SciFest to
support student success on the Leaving Certificate Examina-
tion. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to
support student success on the Leaving Certificate Examina-
tion. SA A N D SD DK
4. School leadership employs strategies to positively influence
school participation in SciFest. SA A N D SD DK
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 202
4a. Check all strategies that school leadership employs at your school: Yes No
Common planning time
Department meetings
Professional development
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Hold informational meetings
Promotes SciFest on social media
Family Science Nights
Alignment of curriculum to exit exam
Actionable feedback to teachers to improve science instruction
Recruitment of partners/spouses
School-wide student recognitions
School-wide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:
5. Teachers at my school employ strategies to positively influence
school participation in SciFest. SA A N D SD DK
5a. Check all strategies that teachers employ: Yes No
Inquiry-based learning
Before- or after-school clubs
Science competitions
Independent study
Science Olympiads (series of events)
Interdisciplinary teaching
Family Science Nights
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 203
Real-world applications
Use of technology to promote science learning
Other:
6. School leadership works with teachers to align SciFest activities
with the Leaving Certificate Examination. SA A N D SD DK
7. School leadership develops a shared vision for implementing
SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates a shared vision
to all stakeholders for implementing SciFest competitions at the
school. SA A N D SD DK
9. School leadership is a positive influence on SciFest competi-
tions at my school. SA A N D SD DK
10. School leadership allocates adequate financial resources to
effectively implement SciFest at my school. SA A N D SD DK
11. School leadership provides support, including time, materi-
als, and training, for participation in SciFest. SA A N D SD DK
12. Female students who participate in SciFest tend not to select
maths-based or technology-based projects. SA A N D SD DK
13. I actively encourage and recruit female students to participate
in SciFest. SA A N D SD DK
14. Female students are encouraged by their parents to participate
in SciFest. SA A N D SD DK
15. Female students have access to female role models who
influence their participation in SciFest. SA A N D SD DK
16. My school actively employs strategies to increase female
participation in SciFest. SA A N D SD DK
17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK
18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
19. SciFest influences the development of female students’
interest in enrolling into third-level STEM courses. SA A N D SD DK
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 204
20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK
21. SciFest provides opportunities for students to develop 21st-
century skills. SA A N D SD DK
22. Participants in SciFest demonstrate skills needed to obtain
careers in STEM fields. SA A N D SD DK
23. SciFest participation enhances STEM educational develop-
ment in students. SA A N D SD DK
24. SciFest provides opportunities to develop skills needed in a
global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in SciFest. SA A N D SD DK
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 205
Appendix J: Survey Protocol for Political Leader, Business Leader, or Policy Maker
Date: Location of Survey:
Select One: Political Leader _____ Business Leader _____ Policy Maker _____
Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.
STEM: Science, technology, engineering, and maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other coun-
tries and their influence on education and policy in Ireland (e.g., Intel).
School Leadership: Principal, other school administrator, or SciFest lead teacher.
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know
1. Participation in SciFest prepares students to be successful on the
Leaving Certificate Examination. SA A N D SD DK
2. School leadership encourages participation in SciFest to
support student success on the Leaving Certificate Examina-
tion. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to
support student success on the Leaving Certificate Examina-
tion. SA A N D SD DK
4. School leadership employs strategies to positively influence
school participation in SciFest. SA A N D SD DK
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 206
4a. Check all strategies that school leadership employs: Yes No
Common planning time
Department meetings
Professional development
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Family Science Nights
Alignment of curriculum to exit exam
Actionable feedback to teachers to improve science instruction
Recruitment of partners/spouses
School-wide student recognitions
School-wide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:
5. Teachers in schools employ strategies to positively influence
school participation in SciFest. SA A N D SD DK
5a. Check all strategies that teachers employ: Yes No
Inquiry-based learning
Before- or after-school clubs
Science competitions
Independent study
Science Olympiads (series of events)
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 207
Other:
6. School leadership works with teachers to align SciFest activities
with the Leaving Certificate Examination. SA A N D SD DK
7. School leadership develops a shared vision for implementing
SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates a shared vision
to all stakeholders for implementing SciFest competitions at the
school. SA A N D SD DK
9. School leadership is a positive influence on SciFest competi-
tions in schools. SA A N D SD DK
10. School leadership allocates adequate financial resources to
effectively implement SciFest in schools. SA A N D SD DK
11. School leadership provides support, including time, materi-
als, and training, for participation in SciFest. SA A N D SD DK
12. Female students who participate in SciFest tend not to select
maths-based or technology-based projects. SA A N D SD DK
13. School leadership encourages and recruits female students to
participate in SciFest. SA A N D SD DK
14. Female students are encouraged by their parents to participate
in SciFest. SA A N D SD DK
15. Female students have access to female role models who
influence their participation in SciFest. SA A N D SD DK
16. Schools actively employ strategies to increase female
students’ participation in SciFest. SA A N D SD DK
17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK
18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
19. SciFest influences the development of female students’
interest in enrolling into third-level STEM courses. SA A N D SD DK
20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 208
21. SciFest provides opportunities for students to develop
21st-century skills. SA A N D SD DK
22. Participants in SciFest demonstrate the skills needed to
obtain careers in STEM fields. SA A N D SD DK
23. SciFest participation enhances STEM educational
development in students. SA A N D SD DK
24. SciFest provides opportunities to develop skills needed
in a global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in SciFest. SA A N D SD DK
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 209
Appendix K: Survey Protocol for Parent of Senior Cycle Student
Date: Location of Survey:
Your child’s gender: Female ____ Male ____
Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.
STEM: Science, technology, engineering, and maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other coun-
tries and their influence on education and policy in Ireland (e.g., Intel).
School Leadership: Principal, other school administrator, or SciFest lead teacher.
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know
1. Participation in SciFest prepares students to be successful on
the Leaving Certificate Examination. SA A N D SD DK
2. The school leadership at my child’s school encourages participa-
tion in SciFest to support student success on the Leaving
Certificate Examination. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to
support student success on the Leaving Certificate Exami-
nation. SA A N D SD DK
4. School leadership at my child’s school employs strategies to
positively influence school participation in SciFest. SA A N D SD DK
4a. Check all strategies that school leadership employs at your child’s school: Yes No
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Hold informational meetings
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 210
Promotes SciFest on social media
Family Science Nights
Alignment of curriculum to exit exam
Actionable feedback to teachers to improve science instruction
Recruitment of partners/spouses
School-wide student recognitions
School-wide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:
5. Teachers at my child’s school employ strategies to positively
influence school participation in SciFest. SA A N D SD DK
5a. Check all strategies that teachers employ: Yes No
Inquiry-based learning
Before- or after-school clubs
Science competitions
Independent study
Science Olympiads (series of events)
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
Other:
6. School leadership works with teachers to align SciFest activities
with the Leaving Certificate Examination. SA A N D SD DK
7. School leadership develops a shared vision for implementing
SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates a shared vision
to all stakeholders for implementing SciFest competitions at
the school. SA A N D SD DK
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 211
9. School leadership is a positive influence on SciFest competi-
tions at my child’s school. SA A N D SD DK
10. School leadership allocates adequate financial resources to
effectively implement SciFest at my child’s school. SA A N D SD DK
11. School leadership provides support, including time, materi-
als, and training, for participation in SciFest. SA A N D SD DK
12. Female students who participate in SciFest tend not to select
maths-based or technology-based projects. SA A N D SD DK
13. My child’s school actively encourage and recruit female students
to participate in SciFest. SA A N D SD DK
14. Female students are encouraged by their parents to participate
in SciFest. SA A N D SD DK
15. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
16. My child’s school actively employs strategies to increase
female students’ participation in SciFest. SA A N D SD DK
17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK
18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
19. SciFest influences the development of female students’
interest in enrolling into third-level STEM courses. SA A N D SD DK
20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK
21. SciFest provides opportunities for students to develop 21st-
century skills. SA A N D SD DK
22. Participants in SciFest demonstrate the skills needed to
obtain careers in STEM fields. SA A N D SD DK
23. SciFest participation enhances STEM educational develop-
ment in students. SA A N D SD DK
24. SciFest provides opportunities to develop the skills needed in
a global economy. SA A N D SD DK
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 212
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in promoting SciFest. SA A N D SD DK
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 213
Appendix L: Survey Protocol for Student Participant in SciFest
Date: School:
Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.
STEM: Science, technology, engineering, and maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other coun-
tries and their influence on education and policy in Ireland (e.g., Intel).
Background Information
Have you taken part in a SciFest@School science fair: Yes No
Have you taken part in a @College science fair: Yes No
You are: Male ____ Female _____ Decline to State _____
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know
1. Participation in SciFest prepares students to be successful on
the Leaving Certificate Examination. SA A N D SD DK
2. The school leadership at my school encourages participation
in SciFest to support student success on the Leaving Certif-
icate Examination. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to
support student success on the Leaving Certificate Exami-
nation. SA A N D SD DK
4. School leadership at my school employs strategies to positively
influence school participation in SciFest. SA A N D SD DK
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 214
4a. Check all strategies that school leadership employs at your school: Yes No
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Hold informational meetings
Promotes SciFest on social media
Family Science Nights
Alignment of curriculum to exit exam
Recruitment of partners/spouses
School-wide student recognitions
School-wide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:
5. Teachers at my school employ strategies to positively influence
school participation in SciFest. SA A N D SD DK
5a. Check all strategies that teachers employ: Yes No
Inquiry-based learning
Before- or after-school clubs
Science competitions
Independent study
Science Olympiads (series of events)
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
Other:
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 215
6. School leadership works with teachers to align SciFest activities
with the Leaving Certificate Examination. SA A N D SD DK
7. School leadership develops a shared vision for implement-
ing SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates a shared
vision to all stakeholders (students, parents, teachers,
etc.) for implementing competitions at the school.. SA A N D SD DK
9. School leadership is a positive influence on SciFest
competitions at my school. SA A N D SD DK
10. School leadership allocates adequate financial resources to
effectively implement SciFest at my school. SA A N D SD DK
11. School leadership provides support, including time, materi-
als, and training, for participation in SciFest. SA A N D SD DK
12. Female students who participate in SciFest tend not to select
maths-based or technology-based projects. SA A N D SD DK
13. My school actively encourages and recruits female students
to participate in SciFest. SA A N D SD DK
14. Female students are encouraged by their parents to participate
in SciFest. SA A N D SD DK
15. Female students have access to female role models who
influence their participation in SciFest. SA A N D SD DK
16. My school actively employs strategies to increase female
students’ participation in SciFest.. SA A N D SD DK
17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK
18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
19. SciFest influences the development of female students’
interest in enrolling into third-level STEM courses. SA A N D SD DK
20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK
21. SciFest provides opportunities for students to develop 21st-
century skills. SA A N D SD DK
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 216
22. Participants in SciFest demonstrate the skills needed to
obtain careers in STEM fields. SA A N D SD DK
23. SciFest participation enhances STEM educational devel-
opment in students. SA A N D SD DK
24. SciFest provides opportunities to develop the skills needed
in a global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in promoting SciFest. SA A N D SD DK
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 217
Appendix M: Information/Fact Sheet for Exempt Research
University of Southern California
Rossier School of Education
Waite Phillips Hall
3470 Trousdale Parkway
Los Angeles, CA 90089
THE INFLUENCE OF GLOBALIZATION, LEADERSHIP, AND SCIENCE AND
TECHNOLOGY FAIRS ON STUDENTS’ ACQUISITION OF 21ST-CENTURY
SKILLS AND THEIR COLLEGE-CAREER PURSUIT OF SCIENCE,
TECHNOLOGY, ENGINEERING, AND MATHEMATICS
MAJORS-CAREERS IN SCHOOLS IN IRELAND
You are invited to participate in a research study conducted by Dr. Michael Escalante, Professor
of Clinical Education, principal investigator and faculty advisor, from the University of Southern
California. This study is entirely student funded; the data collected will be used to produce
individual doctoral dissertations for the co-investigators listed below at the University of South-
ern California. Please read through this form and ask any questions you might have before
deciding whether or not you want to participate.
PURPOSE OF THE STUDY
Influence of globalization, leadership, and science fairs on female students’ acquisition of 21st-
century skills and their college career pursuit of STEM majors-careers in schools in Ireland.
PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you could be asked to participate in any combination of the
following activities: a 15-minute online survey; a 45-minute, audiotaped, face-to-face interview,
a 45-minute classroom observation (teachers and students only), and/or a 10-minute observation
at SciFest in Cork, Ireland (students/parents/teachers/principals only). You are not obligated to
answer any questions that cause you discomfort.
POTENTIAL RISKS AND DISCOMFORTS
There are no potential risks to your participation; however, you may feel uncomfortable answer-
ing some of the questions. You do not have to answer any question you do not want to.
ALTERNATIVES TO PARTICIPATION
You may elect to participate in the interview process and not be audio recorded. In addition, you
may elect not to participate. Your relationship with your school/employer will not be affected
whether or not you participate in this study.
POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
There are no anticipated benefits to your participation. We hope that this study will help
researchers and policy makers to better understand the drivers that increase the likelihood of
students pursuing studies in science, technology, engineering and maths (STEM) while acquiring
21st-century skills necessary for all citizens.
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 218
PAYMENT/COMPENSATION FOR PARTICIPATION
There is no payment for your involvement in the study. However, the co-investigator at your site
might provide tchotchkes (swag) from the University of Southern California or create a lottery
for your participation in the study.
CONFIDENTIALITY
Survey and observation data will be anonymous for all groups. Interview protocols for teachers,
principals, and students collect identifiers; however, any identifiable information obtained in
connection with this study will remain confidential. Responses will be coded with a false name
(pseudonym) and maintained separately. The audiotapes of interviews will be destroyed once
they have been transcribed.
Interview protocols for business leaders, government officials, and educational policy makers
collect identifiers (participant names/job titles/time in position and contact information). Only
names and titles will be identifiable in the study. The audiotapes of interviews will be destroyed
once they have been transcribed.
The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research
studies to protect the rights and welfare of research subjects.
INVESTIGATOR CONTACT INFORMATION
Principal Investigator:
Dr. Michael Escalante, Clinical Professor, University of Southern California, mescalan@usc.edu
Co-investigators:
Jonathan Blackmore, Director, Covina-Valley Unified School District, jblackmo@c-vusd.org
Roger Brossmer, Assistant Superintendent, Downey Unified School District, brossmer@usc.edu
Elizabeth Eminhizer, Assistant Superintendent, Covina-Valley Unified School District,
eminhize@usc.edu
Raquel Gasporra, Assistant Superintendent, Whittier City School District, gasporra@usc.edu
Jennifer Graziano, Director, Compton Unified School District, jgrazian@usc.edu
Jason Hasty, Director, Los Angeles County Office of Education, jhasty@usc.edu
Chris Hollister, Assistant Superintendent, Chaffey Joint Union High School District, chollist@usc.edu
Veronica Lizardi, Director, Downey Unified School District, vlizardi@usc.edu
Robert McEntire, Assistant Superintendent/CBO, Covina-Valley Unified School District,
rmcentir@usc.edu
Josh Randall, Assistant Superintendent, Sulphur Springs Union School District, jirandal@usc.edu
Wayne Shannon, Assistant Superintendent, Downey Unified School District, twshanno@usc.edu
Marc Trovatore, Director, West Covina Unified School District, trovator@usc.edu
Diana Velasquez, Director, Los Angeles County Office of Education, vela983@usc.edu
SCIENCE FAIRS AND 21ST-CENTURY SKILLS DEVELOPMENT 219
IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University Park Institutional Review Board
(UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu

Abstract (if available)

Abstract During its recent history, Ireland has seen dramatic changes in its economy due to the influence of globalization, the presence of multinational corporations (MNCs), and foreign direct investment. These changes were brought about due to changes in economic policies. One result of the shifting economy is a need for Ireland to produce workers who are prepared and have the necessary skills to contribute to a knowledge-based global economy. As a result, the Irish educational system had to make changes to its policies and practices in order to produce workers with these skills. Educational policymakers placed a greater emphasis on the development of 21st-century skills

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Asset Metadata

Creator Blackmore, Jonathan Robert (author)

Core Title The influence of globalization and student participation in science fairs on 21st-century skill development, school leadership, instructional practices, and female students’ interest in science, ...

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/30/2019

Defense Date 03/11/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education,educational policy,FDI,Female,foreign direct investment,gender,Globalization,Ireland,Leaving Certificate,MNC,multi-national corporations,OAI-PMH Harvest,school leadership,science fairs,secondary schools,STEM

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Escalante, Michael (committee chair), Castruita, Rudy (committee member), Doll, Michele (committee member), Garcia, John (committee member), Hinman, Charles (committee member)

Creator Email jblackmo@usc.edu,jblackmore65@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-161171

Unique identifier UC11660434

Identifier etd-BlackmoreJ-7363.pdf (filename),usctheses-c89-161171 (legacy record id)

Legacy Identifier etd-BlackmoreJ-7363.pdf

Dmrecord 161171

Document Type Dissertation

Format application/pdf (imt)

Rights Blackmore, Jonathan Robert

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA