Teacher/Faculty Workshop Evaluations
Instrument 8c: Nationwide Survey
of Participants in DNA Science Workshops of Cold Spring Harbor
Laboratory
Project: DNA Science Workshop of Cold Spring Harbor
Laboratory
DNA Learning Center
Funding Source: Unidentified
Purpose: To measure the effect of the DNA
Workshop on each participant's teaching and the feelings and
attitudes measured on the pre- and post-test surveys
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, professional development
opportunities
- Implementation Activities: curriculum/materials
use
- Institutional Context: learning level
- Instructional Practices: techniques
- Project Development/Continuation: funding
- Self-Assessment (Teacher/Faculty): application of
instructional methods, confidence, content knowledge,
student rapport
- Background Characteristics & Activities
(Teacher/Faculty): current practice, professional
development activities
Format/Length: 99 questions total, 86 closed-
and 13 open-ended. Formats include Likert scale, checklist,
yes/no, and short answer. The follow-up survey includes 2
attitude measures formatted as semantic differentials that
have 18 items each.
Code # ___/___/___
A NATIONWIDE
SURVEY OF PARTICIPANTS
IN DNA SCIENCE WORKSHOPS
OF
COLD SPRING
HARBOR LABORATORY
Summer 1996
The purpose of this questionnaire is to gauge what effect
participation in the DNA Workshop has had on your teaching;
and to monitor your feelings and attitudes toward classroom
teaching, the teaching profession, and biological science.
Your answers will remain strictly confidential and
will not be shared with your peers or supervisor. Only
staff responsible for program evaluation will have access
to these data.
| |
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STRONGLY
DISAGREE
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STRONGLY
AGREE |
| Q-1 |
I sometimes feel that I am out of touch
with what is current in biological research. |
1
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2
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3
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4
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5
|
6
|
7
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| Q-2 |
I wish my students could spend more time
with hands-on laboratories. |
1
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2
|
3
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4
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5
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6
|
7
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| Q-3 |
By and large, teachers are respected in
my community. |
1
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2
|
3
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4
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5
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6
|
7
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| Q-4 |
I follow rather closely topics as presented
in the textbook my students use. |
1
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2
|
3
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4
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5
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6
|
7
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| Q-5 |
Many teachers stress science as a set of
definitions rather than as a way of looking at the world. |
1
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2
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3
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4
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5
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6
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7
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| Q-6 |
Biology teaching is forward looking. |
1
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2
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3
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4
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5
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6
|
7
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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.)
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NOT AT
ALL
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VERY
MUCH |
| Q-7 |
Lack of administration support |
1
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2
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3
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4
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5
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6
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7
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| Q-8 |
Lack of parental support |
1
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2
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3
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4
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5
|
6
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7
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| Q-9 |
Insufficient lab preparation time |
1
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2
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3
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4
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5
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6
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7
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| Q-10 |
Insufficient equipment and supply budget |
1
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2
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3
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4
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5
|
6
|
7
|
| Q-11 |
Inadequate laboratory space |
1
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2
|
3
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4
|
5
|
6
|
7
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| Q-12 |
Insufficient time scheduled for laboratories |
1
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2
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3
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4
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5
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6
|
7
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| Q-13 |
Limited student ability or interest |
1
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2
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3
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4
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5
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6
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7
|
| Q-14 |
Class size too large |
1
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2
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3
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4
|
5
|
6
|
7
|
| Q-15 |
Poor quality textbooks |
1
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2
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3
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4
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5
|
6
|
7
|
| Q-16 |
Overambitious syllabus |
1
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2
|
3
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4
|
5
|
6
|
7
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| Q-17 |
Outdated syllabus |
1
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2
|
3
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4
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5
|
6
|
7
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How often do you use or attend to each of the following
information sources?
(Circle the number of your answer.)
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NOT AT
ALL
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VERY
OFTEN |
| Q-18 |
Television |
1
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2
|
3
|
4
|
5
|
6
|
7
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| Q-19 |
Daily newspaper(s) |
1
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2
|
3
|
4
|
5
|
6
|
7
|
| Q-20 |
Weekly news magazine(s)
(Newsweek, Time, etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-21 |
Popular science magazine(s)
(Discover, Omni, etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-22 |
Teaching Journal(s)
(Science Teacher, American Biology Teacher, etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-23 |
Weekly science newspaper(s) (Science
News, New Scientist, etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-24 |
Science Journal(s) (Science, Nature,
etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
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| Q-24a |
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.)
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NOT AT
ALL
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VERY
OFTEN |
| Q-25 |
Television |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-26 |
Daily newspaper(s) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-27 |
Weekly news magazine(s)
(Newsweek, Time, etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-28 |
Popular science magazine(s)
(Discover, Omni, etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-29 |
Teaching Journal(s)
(Science Teacher, American Biology Teacher, etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-30 |
Weekly science newspaper(s) (Science
News, New Scientist, etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
| Q-31 |
Science Journal(s)
(Science, Nature, etc.) |
1
|
2
|
3
|
4
|
5
|
6
|
7
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| Q-31a |
Scientific American |
1
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2
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3
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4
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5
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6
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7
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DIRECTIONS FOR PAGES 5 AND 6
On pages 5 and 6, 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-32/49
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-50/67
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 |
Since you participated in the DNA Workshop, have you done
any of the following:
(Circle your answer for each question.)
|
Q-68
|
Presented to any of your biology classes new examples
or illustrations drawn from the DNA Workshop for
topics that were already included in your teaching syllabus?
|
|
NO
|
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YES
|
(Please give example.)
______________________________
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|
Q-69
|
Presented to any of your biology classes new topics
drawn from the DNA Workshop that are not yet included
in your teaching syllabus?
|
|
NO
|
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YES
|
(Please give example.)
______________________________
|
|
|
Q-70
|
Related to any of your biology classes your personal
account of the process of making and/or analyzing recombinant
DNA molecules?
|
|
Q-71
|
Made a presentation about your workshop experience
to local teachers, principal or school board?
|
|
Q-72
|
Made a presentation about your workshop experience
to professional organizations at the local, state, or
national levels?
|
|
Q-73
|
Conducted a demonstration of a DNA Workshop lab to
other educators?
|
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Q-74
|
Instructed or led a teacher-training workshop in DNA
techniques?
|
Below is a listing of DNA techniques. In Column A indicate
whether or not you have attempted to perform
each technique with your students. In each case where your
answer is yes, indicate in Column B whether the technique
was used as a teacher demonstration or a hands-on student
lab. Indicate in Column C whether or not you used a pre-packaged
kit. In Column D indicate the total number of students,
at all grade levels, who have been exposed to the technique
since your workshop experience.
(Circle your answers for each technique.)
| |
|
A
|
B
|
C
|
D
|
| |
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Attempted?
|
Demo or
Student Lab?
|
Kit?
|
Number of Students?
|
| |
|
|
|
|
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| Q-75 |
Basic bacteriology |
NO
|
DEMO
|
NO
|
|
| |
|
YES
|
STUDENT
|
YES
|
___________________
|
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|
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| Q-76 |
DNA transformation |
NO
|
DEMO
|
NO
|
|
| |
|
YES
|
STUDENT
|
YES
|
___________________
|
| |
|
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|
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| Q-77 |
DNA/restriction/ |
NO
|
DEMO
|
NO
|
|
| |
electrophoresis |
YES
|
STUDENT
|
YES
|
___________________
|
| |
|
|
|
|
|
| Q-78 |
Plasmid isolation |
NO
|
DEMO
|
NO
|
|
| |
(mini-prep) |
YES
|
STUDENT
|
YES
|
___________________
|
| |
|
|
|
|
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| Q-79 |
DNA recombination |
NO
|
DEMO
|
NO
|
|
| |
|
YES
|
STUDENT
|
YES
|
___________________
|
|
Q-80
|
At what grade level(s) did you do these activities? _______________________________?
|
|
Q-81
|
Since you participated in the DNA Workshop, have you
or representatives of your school made an attempt
to secure cash funding, for use in implementing
DNA Workshop labs and curriculum, from any of the following
sources? (Gifts of equipment and reagents are covered
in questions on next page.)
(Circle the number of all that apply.)
|
| |
school district or state agency |
|
1 |
|
| |
federal agency |
|
2 |
|
| |
industry |
|
3 |
|
| |
foundation philanthropy |
|
4 |
|
| |
other (Please specify.) |
|
5 |
______________________________________ |
| |
none |
|
6 |
(If none, skip to Question 83. =====>) |
|
Q-82
|
What is the total amount of cash funding your
school has received or expects to receive from all
of the above sources?
$_________________
|
|
Q-83
|
Since you attended the DNA Workshop, have you or
representatives of your school made an attempt to
secure equipment or reagent donations, for use
in implementing DNA science labs and curriculum, from
any of the following sources?
(Circle the number of all that apply.)
|
| |
university or college |
|
1 |
|
| |
hospital |
|
2 |
|
| |
industry |
|
3 |
|
| |
other (please specify) |
|
4 |
______________________________________ |
| |
none |
|
5 |
(If none, skip to Question 84a..
=====>) |
|
Q-84
|
Estimate the total value of equipment or reagent
donations that your school has received or
expects to receive as a result of these efforts:
$_________________
|
|
Q-84a
|
Do you participate in a local consortium that shares
equipment and/or reagents for DNA labs?
|
|
NO
|
|
YES
|
(give name or sponsor of consortium)
________________________________
|
| |
|
|
(If none, skip to Question
85. =====>) |
|
Q-84b
|
What is the approximate value of equipment and/or reagents
shared by the consortium?
$_________________
|
|
Q-85
|
Subsequent to the summer workshop, did you attend a
weekend follow-up session and/or other follow-up activities?
(Circle your answer.)
|
|
Q-86
|
If you could learn any other DNA manipulation techniques,
what would they be?
|
|
Q-87
|
Do you have any comments or suggestions that you would
like to pass on to the staff of the DNA Learning Center?
|
THANK YOU for your time and effort! Please return completed
survey to:
|
DNA Learning Center
334 Main Street
Cold Spring Harbor, NY 11724
|
DNA Learning Center, Cold Spring Harbor Laboratory, 334
Main Street, Cold Spring Harbor, New York 11724
|
 |
