Teacher/Faculty Workshop Evaluations
Instrument 8b: Post-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
- Course Context: instructional mandates
- Impact on Outcomes: classroom activities, content,
instructional methods, knowledge,
professional involvement, teacher attitudes
- Instructional Practices: techniques
- Limitations & Barriers: engagement, funding,
institutional constraints, interest, resource
competition, support
- Perceptions (Teacher/Faculty): content, practical
value
- Plans & Expectations (Teacher/Faculty): project
implementation
- Self-Assessment (Teacher/Faculty): application of
instructional methods, confidence, content knowledge,
professional performance, student rapport
- Workshop Evaluation: importance
- Background Characteristics & Activities
(Teacher/Faculty): current practice, professional
development activities
Format/Length: 123 questions, 122 closed-
and 1 open-ended. Formats include Likert scale and checklist.
The post-test includes 2 attitude measures formatted as semantic
differentials that have 18 items each.
Code # ___/___/___
A POST
- SURVEY OF PARTICIPANTS
IN THE
DNA SCIENCE WORKSHOP
OF COLD SPRING
HARBOR LABORATORY
AND SAN
FRANCISCO STATE UNIVERSITY
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
|
To what extent do each of the following situations interfere
with your ability to incorporate new concepts and techniques
into your science classroom?
(Circle the number that most closely matches your opinion.)
| |
|
NOT AT
ALL
|
|
|
|
|
|
VERY
MUCH |
| Q-43 |
Lack of administration support |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-44 |
Lack of parental support |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-45 |
Insufficient lab preparation time |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-46 |
Insufficient equipment and supply budget |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-47 |
Inadequate laboratory space |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-48 |
Insufficient time scheduled for laboratories |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-49 |
Limited student ability or interest |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-50 |
Class size too large |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-51 |
Poor quality textbooks |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-52 |
Overambitious syllabus |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-53 |
Outdated syllabus |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-54 |
Lack of school phone |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
How often do you make use of each of the following information
sources?
(Circle the number of your answer.)
| |
|
NOT AT
ALL
|
|
|
|
|
|
VERY
OFTEN |
| Q-55 |
Television |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-56 |
Daily newspaper(s) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-57 |
Weekly news magazine(s)
(Newsweek, Time, etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-58 |
Popular science magazine(s)
(Discover, Omni, etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-59 |
Teaching Journal(s)
(Science Teacher, American Biology Teacher, etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-60 |
Weekly science newspaper(s) (Science
News, New Scientist, etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-61 |
Science Journal(s) (Science, Nature,
etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-62 |
Scientific American |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
How often do you incorporate into your teaching information
from the following sources?
(Circle the number of your answer.)
| |
|
NOT AT
ALL
|
|
|
|
|
|
VERY
OFTEN |
| Q-63 |
Television |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-64 |
Daily newspaper(s) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-65 |
Weekly news magazine(s)
(Newsweek, Time, etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-66 |
Popular science magazine(s)
(Discover, Omni, etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-67 |
Teaching Journal(s)
(Science Teacher, American Biology Teacher, etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-68 |
Weekly science newspaper(s) (Science
News, New Scientist, etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-69 |
Science Journal(s)
(Science, Nature, etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-70 |
Scientific American |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
To the best of your knowledge, at your school, are there
state-mandated syllabuses for each of the following courses:
(Circle the number of your answer)
| |
COURSE
|
|
STATE-MANDATED SYLLABUS |
| Q-71 |
|
College-prep biology |
1 |
Yes |
| |
|
|
2 |
No |
| |
|
|
3 |
Don't know |
| |
COURSE
|
|
STATE-MANDATED SYLLABUS |
| Q-72 |
|
Non-academic biology |
1 |
Yes |
| |
|
|
2 |
No |
| |
|
|
3 |
Don't know |
| |
COURSE
|
|
STATE-MANDATED SYLLABUS |
| Q-73 |
|
Honors/gifted biology |
1 |
Yes |
| |
|
|
2 |
No |
| |
|
|
3 |
Don't know |
|
Q-74
|
Which three of the concepts areas listed below do you
think are most important in preparing students for adult
life?
(Blacken the "(O)" corresponding to the desired
concept. Mark a maximum of three concepts.)
|
|
A
|
B
|
C
|
|
AP/GIFTED/HONORS
|
COLLEGE-PREP
|
NONACADEMIC
|
|
BIOLOGY
|
BIOLOGY
|
BIOLOGY
|
|
(O)
|
Genetics
|
(O)
|
Genetics
|
(O)
|
Genetics
|
|
(O)
|
Ecology
|
(O)
|
Ecology
|
(O)
|
Ecology
|
|
(O)
|
Physiology
|
(O)
|
Physiology
|
(O)
|
Physiology
|
|
|
(O)
|
Cell Biology
|
(O)
|
Cell Biology
|
(O)
|
Cell Biology
|
|
(O)
|
Evolution
|
(O)
|
Evolution
|
(O)
|
Evolution
|
|
(O)
|
Diversity
|
(O)
|
Diversity
|
(O)
|
Diversity
|
|
(O)
|
Biochemistry
|
(O)
|
Biochemistry
|
(O)
|
Biochemistry
|
|
(O)
|
Recombinant DNA
|
(O)
|
Recombinant DNA
|
(O)
|
Recombinant DNA
|
|
(O)
|
Behavioral Biology
|
(O)
|
Behavioral Biology
|
(O)
|
Behavioral Biology
|
|
(O)
|
Developmental Biology
|
(O)
|
Developmental Biology
|
(O)
|
Developmental Biology
|
How has participation in this workshop affected you?
(Circle the position that most closely matches your opinion.)
| |
|
NOT AT
ALL
|
|
|
|
|
|
VERY
MUCH |
| Q-75 |
Increased your depth of understanding about
molecular biology and recombinant DNA. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-76 |
Increased your ability to understand popular
articles about molecular biology and recombinant DNA. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-77 |
Increased your ability to understand journal
articles about molecular biology and recombinant DNA. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-78 |
Increased your confidence to discuss molecular
biology and recombinant DNA in your classes. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-79 |
Increased your ability to locate teaching
materials for your classes. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-80 |
Made you more aware of current research
in biology. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-81 |
Excited you about teaching new aspects of
biology. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-82 |
Made you more aware of science career options
for your students. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
How likely are you to use what you have learned from this workshop
in different aspects of your teaching?
(Circle the number of your answer.)
| |
|
NOT AT
ALL LIKELY
|
|
|
|
|
|
VERY
LIKELY |
| Q-83 |
Present new examples or illustrations drawn
from the DNA Workshop for topics that are included on
your syllabus and that you have taught in the past. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-84 |
Present entirely new topics drawn from the
DNA workshop that are not yet included on your syllabus. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-85 |
Relate a first-hand account of the process
of making and analyzing recombinant-DNA molecules. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-86 |
Seek and make available to your students
popular and/or journal articles on molecular biology. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-87 |
Demonstrate one or more DNA Science labs
to your classes. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-88 |
Have students perform 1-3 DNA Science labs. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-89 |
Have students perform the entire lab course. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-90 |
Make a presentation about your workshop
experience to local teachers, principal, or school board. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-91 |
Make a presentation about workshop experience
to local/state/national/ professional organizations. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-92 |
Conduct a demonstration on DNA science to
other educators. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-93 |
Instruct or help lead a teacher-training
workshop in DNA science. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
|
Q-94
|
What two elements of the workshop were most important
in increasing your depth of understanding about recombinant
DNA and molecular biology?
|
|
 |
