Teacher/Faculty Workshop Evaluations
Instrument 8a: Pre-Survey of
Participants in the DNA Science Workshop of Cold Spring Harbor
Laboratory
Project: DNA Science Workshop of Cold Spring Harbor
Laboratory
DNA Learning Center
Funding Source: Unidentified
Purpose: To measure each workshop participant's
feelings and attitudes toward classroom teaching of science,
teaching as a profession, and the sciences
Administered To: High school teachers who attended
the DNA workshop and who teach biology classes and laboratories
Topics Covered:
- Attitudes & Beliefs (Teacher/Faculty): methods,
profession
- Institutional Context: enrollment, learning level,
type of institution
- Instructional Preferences: classroom focus,
methods
- Learning Environment: class size, methods
- Perceptions (Teacher/Faculty): mentoring/support,
practical value
- Self-Assessment (Teacher/Faculty): application of
instructional methods, confidence, content knowledge,
professional performance, student rapport
- Background Characteristics & Activities
(Teacher/Faculty): certification, collegiality,
current practice,
education, experience, expertise, extracurricular
involvement, interests, professional development
activities
- Demographics (Teacher/Faculty): age,
ethnicity, gender
Format/Length: 42 closed-ended questions,
plus 23 demographic questions. The pretest includes 2 attitude
measures formatted as semantic differentials that have 18
items each. There are 6 attitude items that use a 7-point
Likert scale.
Code # ___/___/___
A PRE
- SURVEY OF PARTICIPANTS
IN THE
DNA SCIENCE WORKSHOP
OF COLD SPRING
HARBOR LABORATORY
The purpose of this questionnaire is to obtain your feelings
and attitudes toward classroom teaching, the teaching profession,
and the sciences.
Your answers will remain strictly confidential and
will not be shared with your peers or supervisors.
Only staff members responsible for program evaluation will
have access to these data. However, we do need to have your
name associated with your responses so that your attitudes
and teaching behavior can be monitored over time.
Answer each question as honestly as possible. Skip any questions
you feel are not relevant to your situation. Thank you for
your time and effort.
DNA Learning Center, Cold Spring Harbor Laboratory, 334 Main
St., Cold Spring Harbor, New York 11724
DIRECTIONS FOR PAGES 1 AND 2
On pages 1 and 2, you are asked to describe your feelings
toward different ideas and concepts. There are no "right"
or "wrong" answers. At the top of each page is an idea or
concept heading. Following each are scales on which you will
record your feelings toward the heading—in relation to
word pairs consisting of opposite adjectives.
Read the heading and, in turn, react to each of the word
pairs by blackening the "(O)" at the scale position that best
represents how you feel. Work as quickly as you can. We are
interested in your initial impression; do not go back and
change any marks. React to every word pair, blackening
only one "(O)" per scale.
Q-1-18
MYSELF AS A SCIENCE TEACHER
| IMPORTANT |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
UNIMPORTANT |
| MESSY |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
NEAT |
| DANGEROUS |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
SAFE |
| INTERESTING |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
DULL |
| UNKNOWABLE |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
KNOWABLE |
| VALUABLE |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
WORTHLESS |
| CLUTTERED |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
ORDERLY |
| CONFUSING |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
UNDERSTANDABLE |
| EXCITING |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
BORING |
| THREATENING |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
COMFORTING |
| SIMPLE |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
DIFFICULT |
| PRODUCTIVE |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
UNPRODUCTIVE |
| ROUGH |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
SMOOTH |
| STIMULATING |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
MONOTONOUS |
| EFFORTLESS |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
DEMANDING |
| RISKY |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
SECURE |
| MYSTERIOUS |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
CLEAR |
| EASY |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
HARD |
Q-19-36
RECOMBINANT DNA, BIOTECHNOLOGY
| IMPORTANT |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
UNIMPORTANT |
| MESSY |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
NEAT |
| DANGEROUS |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
SAFE |
| INTERESTING |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
DULL |
| UNKNOWABLE |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
KNOWABLE |
| VALUABLE |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
WORTHLESS |
| CLUTTERED |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
ORDERLY |
| CONFUSING |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
UNDERSTANDABLE |
| EXCITING |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
BORING |
| THREATENING |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
COMFORTING |
| SIMPLE |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
DIFFICULT |
| PRODUCTIVE |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
UNPRODUCTIVE |
| ROUGH |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
SMOOTH |
| STIMULATING |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
MONOTONOUS |
| EFFORTLESS |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
DEMANDING |
| RISKY |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
SECURE |
| MYSTERIOUS |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
CLEAR |
| EASY |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
(O) |
HARD |
Please give your opinion about each of the following statements.
(Circle the number that most closely matches your opinion.)
| |
|
STRONGLY
DISAGREE
|
|
|
|
|
|
STRONGLY
AGREE |
| Q-37 |
I sometimes feel that I am out of touch
with what is current in biological research. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-38 |
I wish my students could spend more time
with hands-on laboratories. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-39 |
By and large, teachers are respected in
my community. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-40 |
I follow rather closely topics as presented
in the textbook my students use. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-41 |
Many teachers stress science as a set of
definitions rather than as a way of looking at the world. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-42 |
Biology teaching is forward looking. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
|
Q-43
|
In what state do you teach?_________________________________
|
|
Q-44
|
During the past 12 months, at what type of school or
institution did you teach: (Circle the number of
your answer.)
|
| Public day school |
1
|
|
Private boarding
school |
4
|
|
Public boarding school
|
2
|
|
2-Year college
|
5
|
|
Private day school
|
3
|
|
4-Year college/university
|
6
|
|
Q-45
|
What grades are included in your school. (Circle
the number of your answer.)
|
| Kindergarten/1 through 12 |
1
|
|
10 through 12 |
5
|
|
1 through 6
|
2
|
|
Junior, 2-year college
|
6
|
|
7 through 9
|
3
|
|
4-Year college/university
|
7
|
|
9 through 12
|
4
|
|
|
|
|
Q-46
|
What is the student enrollment in your school? (Circle
the number of your answer.)
|
| Less than 500 |
1
|
|
2,000 to 2,499 |
5
|
|
500 to 999
|
2
|
|
2,500 to 2,999
|
6
|
|
1,000 to 1,499
|
3
|
|
3,000 to more
|
7
|
|
1,500 to 1,999
|
4
|
|
|
|
|
Q-47
|
In a typical biology class at your school, what
is the average class size?
_______ students
|
|
Q-48
|
In a typical biology class at your school, what
is the maximum time scheduled for a hands-on laboratory?
_______ minutes
|
|
Q-49
|
In the past two (2) school years, which of the following
science courses have you taught?
(Circle the number of all that apply.)
For each course indicate:
(A) the grade level at which it was taught (9, 10,
11, or 12),
(B) number of total minutes per week for which the
course is scheduled,
(C) number of minutes per week you typically devote
to hands-on labs.
|
| |
Grade Level
|
|
Min/Week
|
|
Min Lab/Week
|
| College-prep biology |
1 |
_____grade
|
|
_____min
|
|
_____min
|
| Non-academic biology |
2 |
_____grade
|
|
_____min
|
|
_____min
|
| AP biology |
3 |
_____grade
|
|
_____min
|
|
_____min
|
|
Honors/gifted biology
|
4 |
_____grade
|
|
_____min
|
|
_____min
|
|
Biology elective
(please specify)
|
|
|
|
|
|
|
| _________________ |
5 |
_____grade
|
|
_____min
|
|
_____min
|
| _________________ |
6 |
_____grade
|
|
_____min
|
|
_____min
|
General science/
chemistry/physics
(please specify) |
|
|
|
|
|
|
| _________________ |
7 |
_____grade
|
|
_____min
|
|
_____min
|
| _________________ |
8 |
_____grade
|
|
_____min
|
|
_____min
|
|
Q-50
|
In which of the following professional organizations
are you currently a member?
Circle the number of all that apply.)
|
|
National Science Teachers Association (NSTA)
|
1
|
|
National Association of Biology Teachers (NABT)
|
2
|
|
State science teachers association
|
3
|
|
Science Supervisors Association
|
4
|
|
National Education Association (NEA)
|
5
|
|
American Federation of Teachers (AFT)
|
6
|
Other (please specify)
| __________________________________ |
7
|
|
Q-51
|
In the past 12 months, how many professional meetings
or conferences did you attend (for example, NSTA, NABT)?
(Circle the number of your answer.)
|
| One |
1
|
|
Three |
3
|
|
Two
|
2
|
|
None
|
4
|
|
Q-52
|
During the past 12 months, what is the total amount
of time you have spent on professional development activities?
(Include attendance at workshops, professional meetings,
and conferences. Do not include regularly-scheduled
college courses.) (Circle the number of your answer.)
|
| None |
1
|
|
16-35 hours |
4
|
|
Less than 6 hours
|
2
|
|
More than 35 hours
|
5
|
|
6-15 hours
|
3
|
|
Q-53
|
During the past 12 months, were you involved in developing
curriculum, syllabuses, or standardized testing materials
at any of the following levels? (Circle the number
of all that apply.)
|
| Your school or department |
1
|
|
National (AP, ETS) |
4
|
|
School district or county
|
2
|
|
Not involved at any of these levels
|
5
|
|
State
|
3
|
|
Q-54
|
During the past 12 months, in which activities did
you regularly participate:
(Circle the number of all that apply.)
|
|
Science fairs/competitions
|
1
|
|
After-school student research
|
2
|
|
Science field trips
|
3
|
|
Joint activities with scientists from local universities
or research institutes
|
4
|
|
Did not participate in any of the above activities
|
5
|
|
Q-55
|
Indicate the degrees you hold, along with the major
area of study for each degree.
(Circle the number of all that apply.)
|
|
Degree
|
Major Area
|
| Associate (A.A., A.S.) |
|
1
|
____________________
|
| Bachelor's (B.A., B.S.) |
|
2
|
|
| 2nd Bachelor's |
|
3
|
____________________
|
| Master's (M.A., M.S.) |
|
4
|
|
| 2nd Master's |
|
5
|
|
| Doctorate (Ph.D., M.D.) |
|
6
|
|
| Other (please specify) |
|
7
|
|
|
Q-56
|
How many years have you been teaching biology or science
at the middle or secondary level?
(Circle the number of your answer.)
|
| 1 to 5 years |
1
|
|
21 to 25 years |
5
|
|
6 to 10 years
|
2
|
|
26 to 30 years
|
6
|
|
11 to 15 years
|
3
|
|
31 or more years
|
7
|
|
16 to 20 years
|
4
|
|
Q-57
|
What types of teaching certification do you have in
biology or science?
(Circle the number of your answer.)
|
| No certification |
1
|
|
Full certification |
3
|
|
Provisional certification
|
2
|
|
Q-58
|
Indicate your sex: (Circle the number of your answer.)
|
|
Q-59
|
What is your age?
|
_______ years
|
|
Q-60
|
Which one of these categories best describes your ethnic/racial
status?
(Circle the number of your answer.)
|
| White, not Hispanic origin |
1
|
|
American Indian or Alaskan Native |
4
|
|
Black, not Hispanic origin
|
2
|
|
Asian or Pacific Islander
|
5
|
|
Hispanic
|
3
|
|
|
|
THANK YOU for your time and effort!
DNA Learning Center, Cold Spring Harbor Laboratory, 334
Main St., Cold Spring Harbor, New York 11724
|
 |
