MS.Teacher.Pre-Project.1.Survey

Thank you for willing to participate in phase 2 of our pilot. We are excited to get your feedback. This survey should take about 30-40 minutes. There are 5 parts to this survey. We ask that you try to do this survey in one sitting.  

What is your first and last name? 

What week are you hoping to start the project? Please check the week that you are hoping to try the projects with your students. 

Rate your level of confidence in your ability to incorporate public health content into your classroom.

Rate your level of confidence in your ability to incorporate project-based learning in your classroom.

Rate your level of confidence in your ability to incorporate student-driven activities in your classroom.

Rate your level of confidence in your ability to incorporate technology into your science lessons.

Rate your level of confidence in your ability to incorporate gamification into your science lessons.

Rate your level of confidence in your ability to manage student-driven activities.

Rate your level of confidence in your ability to support students in student-driven activities.

Rate your level of confidence in your ability to assess student-driven activities.

For each of the following statements, please indicate the degree to which you agree or disagree. 

Even though some statements are very similar, please answer each statement. There are no “right” or “wrong” answers. The only correct responses are those that are true for you. Whenever possible, let the things that have happened to you help make your choice. 

Please respond to these questions regarding your feelings about your own teaching.

I am continually improving my science teaching practice.

I know the steps necessary to teach science effectively.

I am confident that I can explain to students how science experiments work.

I am confident that I can teach science effectively.

I wonder if I have the necessary skills to teach science.

I understand science concepts well enough to be effective in teaching science.

Given a choice, I would invite a colleague to evaluate my science teaching.

I am confident that I can answer students’ science questions

When a student has difficulty understanding a science concept, I am confident that I know how to help the student understand it better.

When teaching science, I am confident enough to welcome student questions.

I know what to do to increase student interest in science.

Please answer the following questions about how often students engage in the following tasks during your instructional time. 

During STEM instructional meetings (e.g. class periods, after school activities, days of summer camp, etc.), how often do your students develop problem-solving skills through investigations (e.g. scientific, design or theoretical investigations).

During STEM instructional meetings (e.g. class periods, after school activities, days of summer camp, etc.), how often do your students work in small groups.

During STEM instructional meetings (e.g. class periods, after school activities, days of summer camp, etc.), how often do your students make predictions that can be tested.

During STEM instructional meetings (e.g. class periods, after school activities, days of summer camp, etc.), how often do your students make careful observations or measurements.

During STEM instructional meetings (e.g. class periods, after school activities, days of summer camp, etc.), how often do your students use tools to gather data (e.g. calculators, computers, computer programs, scales, rulers, compasses, etc.).

During STEM instructional meetings (e.g. class periods, after school activities, days of summer camp, etc.), how often do your students recognize patterns in data.

During STEM instructional meetings (e.g. class periods, after school activities, days of summer camp, etc.), how often do your students create reasonable explanations of results of an experiment or investigation.

During STEM instructional meetings (e.g. class periods, after school activities, days of summer camp, etc.), how often do your students choose the most appropriate methods to express results (e.g. drawings, models, charts, graphs, technical language, etc.).

During STEM instructional meetings (e.g. class periods, after school activities, days of summer camp, etc.), how often do your students complete activities with a real-world context.

During STEM instructional meetings (e.g. class periods, after school activities, days of summer camp, etc.), how often do your students engage in content-driven dialogue

During STEM instructional meetings (e.g. class periods, after school activities, days of summer camp, etc.), how often do your students reason abstractly.

During STEM instructional meetings (e.g. class periods, after school activities, days of summer camp, etc.), how often do your students reason quantitatively.

During STEM instructional meetings (e.g. class periods, after school activities, days of summer camp, etc.), how often do your students critique the reasoning of others.

During STEM instructional meetings (e.g. class periods, after school activities, days of summer camp, etc.), how often do your students learn about careers related to the instructional content.

Please respond to the following questions regarding your feelings about learning in general. 

I think it is important that students have learning opportunities to lead others to accomplish a goal.

I think it is important that students have learning opportunities to encourage others to do their best.

I think it is important that students have learning opportunities to produce high quality work.

I think it is important that students have learning opportunities to respect the differences of their peers.

I think it is important that students have learning opportunities to help their peers include others’ perspectives when making decisions.

I think it is important that students have learning opportunities to make changes when things do not go as planned.

I think it is important that students have learning opportunities to set their own learning goals.

I think it is important that students have learning opportunities to manage their time wisely when working on their own.

I think it is important that students have learning opportunities to choose which assignment out of many needs to be done first.

I think it is important that students have learning opportunities to work well with students from different backgrounds.

Please respond to the following questions based upon how much you disagree or agree with the statements. 

I know about current STEM careers.

I know where to go to learn more about STEM careers.

I know where to find resources for teaching students about STEM careers.

I know where to direct students or parents to find information about STEM careers.