In this paper we describe a model for a science fair, within the context of an elementary science methods course. We first describe the theoretical perspectives from which the idea of science fairs derives and we provide definitions as we sketch the characteristics of commonly used science fairs. We then describe the context and processes of a science fair that was organized by a team of university instructors, prospective elementary teachers, school teachers, parents, and friends. We argue that the main contribution of this paper is that it provides a concrete example of a personally meaningful and science-relevant learning experience that combines formal and informal learning activities. The implications of this work are associated with paving the path towards exploring the question, “How can we travel the road beyond the curriculum?” as it provides the basis for intellectual conversations for the place of science fairs in formal education. Prospective elementary teachers quite often complain that their learning-to-teach experiences in the university are far removed from the reality of the elementary school classroom. In an attempt to address this problem, we engaged prospective elementary teachers in the design and implementation of a science fair, within the context of an elementary science methods course. In our approach, the science fair focused on engaging elementary school students, under the guidance and supervision of prospective elementary teachers, in inquiry-based investigations: posing scientific questions, making observations, designing investigations, collecting data, analyzing data to form explanations, and communicating those explanations to others (National Research Council [NRC], 1996). The design of this science fair was conceptualized through perspectives on informal learning and particularly real-world learning situations. Real-World Learning Experiences
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