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Northwest Missouri State University

  • myNorthwest

Horizon - Teacher Survey

Please indicate the degree to which you agree or disagree with each statement about science by selecting the appropriate radio button.

Name:
ID:
1. Please provide your opinion about each of the following statements.
Statement Strongly
Agree		 Agree Neutral Disagree Strongly
Disagree
Students generally learn science best in classes with students of similar abilities.
I feel supported by colleagues to try out new ideas in taeching science
Teachers in this school have shared vision of effective science instruction
Teachers in this school regularly share ideas and materials related to science.
Teachers in this school are well-supplied with materials for investigative science
I have time during the regular school week to work with my peers on science curriculum and instruction.
I have adequate access to computers for teaching science.
I enjoy teaching science
I am well-informed about the NRC National Science Education Standards for the grades I teach.
The science program in this school is strongly supported by local organizations, institutions and/or businesses.
2. In this section, please rate each of the following in terms of its importance for effective science instruction in the grades you teach.
Statement Not important Somewhat important Fairly important Very Important  
Provide concrete experience before abstract concepts  
Develop students' conceptual understanding of science  
Take students' prior understanding into account when plannign curriculm and instruction.  
Make connections between sciecne and other disciplines.  
Have students work in cooperative learning  
Have students participate in appropriate hands-on activities .  
Engage students in inquiry-oriented activities  
Use computers  
Engage students in applications of science in a variety of contexts.  
Use performance-based assessment.  
Use portfolios  
Use informal questioning to asses students understanding.  
3. In this section, please rate each of the following in terms of how prepared you feel to do each one.
 
Statement Not imoprtant Somewhat important Fairly important Very Important  
Provide concrete experience before abstract concepts  
Develop students' conceptual understanding of science  
Take students' prior understanding into account when plannign curriculm and instruction.  
Make connections between sciecne and other disciplines.  
Have students work in cooperative learning  
Have students participate in appropriate hands-on activities .  
Engage students in inquiry-oriented activities  
Use computers  
Engage students in applications of science in a variety of contexts.  
Use performance-based assessment.  
Use portfolios  
Use informal questioning to asses students understanding.  
4. My Principal:
Statement Strongly
Agree		 Agree Neutral Disagree Strongly
Disagree
Encourages me to select science content and instructional strategies that address individual students' learning.
Accepts the noise that comes with an active classroom.
Encourages the implementation of current national standards in science education
Encourages innovative instructional practices.
Enchances the scienceprogram by providing me with needed materials and equipment.
Provides time for teachers to meet and share ideas with one another.
Encourages me to observe exemplary science teachers.
Encourages teachers to make connections across disciplines
Acts as a buffer between teachers and external pressures (e.g., parents)
5. Please indicate how well prepared you feel to do each of the following.
Statement Not Adequately Prepared Somewhat Prepared Fairly Well Prepared Very Well Prepared  
Lead a class of students using investigative strategies.  
Manage a class of students engaged in hands-on/project-based work  
Help students take responsibility for their own learning.  
Recognize and respond to student diversity.  
Use strategies that specifically encourage participation of females and minorities in science.  
Involve parents in science education of their students.  
6. About how often do you do each of the following in your science instruction in the class?
Statement Never Rarely (e.g. a few times a year) Sometimes (e.g., once
or twice a
month) 		Often (e.g., once or twice a week) All or Almost all science lessons
Introduce content through formal presentations.
Demonstrate a science-related principle or phenomenon.
Teach science using real-world contexts.
Arrange seating to faacilitate student discussion.
Use open-ended questions.
Require students to supply evidence to support their claims.
Encourage students to explain concepts to one another.
Encourage students to consider alternative expalanations.
Allow students to work at their own pace.
Help students see connections between science and other disciplines.
Use assessment to find out what students know before or during a unit.
Embed assessment in regular class activities.
Assign science homework
Read and comment on the reflections students have written in their notebooks or journals.
7. About how often do students in this class take part in each of the following types of activities as part of their science instruction?
Statement Never Rarely (e.g. a few times a year) Sometimes (e.g., once
or twice a
month) 		Often(e.g., once or twice a week) All or Almost all science lessons
Participate in student-led discussions.
Participate in discussion with the taecher to further science understanding.
Work in cooperative learnign groups.
Make formal presentations to the class.
Read from a science tetbook in class.
Read other(non-textbook) science-related materials in class.
Answer textbook/wrksheet questions.
Review homework/worksheet assignments.
Work on solving a real-world problem.
Share ideas or solve problems with each other in small groups.
Engage in hands-on science activities.
Follow specific instructions in an activity or investigation.
Design or implement their own investigation.
Design objects within constraints(e.g., egg drop, tooth pick bridge, aluminium boats).
Work on models or simulations.
Work on extended science investigations or projects ( a week or more in duration).
Participate in field work.
Record, represent, and/or analyze data.
Write reflections in a notebook or journal.
Prepare written science reports.
Use mathematics as a tool in problem solving.
Use computers
Work on portfolios
Take short-answer tests (e.g., multiple choice, true/false, fill in the blank).
Take tests requiring open ended responses(e.g., descriptions, explanations).
Engage in performance tasks for assessment purposes.