K12 Sci Survey

Council of Chief State School Officers
Wisconsin Center for Education Research
SURVEYS OF ENACTED CURRICULUM ©
Survey Of Instructional Practices

Teacher Survey
Grades K-12
Science
Thank you for agreeing to participate in this survey of instructional practices and content. This survey is part
of a collaborative effort to provide education researchers, policymakers, administrators, and most importantly,
teachers like yourself with comparative information about instruction in districts participating in the SEC
Collaborative or in associated initiatives from states and districts around the country. To learn more about the
surveys of enacted curriculum and their use in other projects, please visit the project website;
http://www.secsurvey.org
Your participation in this survey is voluntary. If you choose to participate, your personal information will
remain strictly confidential. Information that could be used to identify you or connect you to individual results
will not be shared with staff in your school, district, or state. Individual respondents are never identified in any
reports of results. The questionnaire poses no risk to you, and there is no penalty for refusal to participate.
You may withdraw from the study simply by returning the questionnaire without completing it, without penalty
or loss of services or benefits to which you would be otherwise entitled.
If you have any questions regarding your rights as a research participant, please contact the University of
Wisconsin-Madison School of Education’s Human Subjects Committee office at (608) 262-2463.
A joint project of the Council of Chief State School Officers and the Wisconsin Center for Education Research, with funding support
from the National Science Foundation and participating states and districts. Limited Copyright.
Reporting Period: Most recent school year (current year, if reporting after March 1st)
Instructions for Selecting the Target Class
Science Instruction: For all questions about classroom practices, please refer only to activities in the
science class that you teach. If you teach more than one science class, select the first class that you teach
each week. If you teach a split class (i.e., the class is split into more than one group for science instruction)
select only one group to describe as the target class.
Please read each question and the possible responses carefully, and then mark your response by filling in the
appropriate circle in the response section. A pen or pencil may be used to complete the survey.
Survey of Instructional Practices

for
Science
SCHOOL DESCRIPTION
1 Which of these categories best describes the way
c Departmentalized Instruction
your science classes at this school are organized?
(Check all that apply) d Taught by Subject-Area Specialist (non-departmental)
e Self-Contained (e.g., teach multiple subjects)
f Team Taught
2 If your school is departmentalized, or you are a b c d e f g h i

subject-area specialist, how many different (Number of classes taught)
science classes do you currently teach?
CLASS DESCRIPTION
3 Which term best describes the target class, or
b Other g Earth Science
course, you are teaching?
c Elem./Middle Sch. Science h Biology
d General Science i Chemistry
e Life Science j Physics

Coordinated/
f Physical Science k Integrated
1
CLASS DESCRIPTION (cont.)
4 What is the grade level of most of the b c d e f g h i j k l c d
students in the target class? K 1 2 3 4 5 6 7 8 9 10 11 12
5 How many students are in the target class? b 10 or fewer e 21 to 25

c 11 to 15 f 26 to 30
d 16 to 20 g 31 or more
6 What percentage of the students in the target b c d e f g h i j k
class are female? (Mark nearest 10%) Less than 10 10 20 30 40 50 60 70 80 90+ %
7 What percentage of the students in the target b c d e f g h i j k

class are not Caucasian? (Mark nearest 10%) Less than 10 10 20 30 40 50 60 70 80 90+ %
8 During a typical week, approximately how

many hours will the target class spend in
science instruction?
Number of instructional hours= b c d e f g h i j k
9 What is the average length of each class
b Not applicable f 61 to 90 minutes
period for the target science class?
c 30 to 40 minutes g 91 to 120 minutes
d 41 to 50 minutes h Varies due to block

scheduling or
e 51 to 60 minutes integrated instruction
10 For how many weeks will the target science

class meet this school year in total? b c d
Total number of weeks= 1 to 12 13 to 24 25 or more
11 What is the achievement level of most of the

c High achievement levels
students in the target class, compared to
national norms? d Average achievement levels
e Low achievement levels
f Mixed achievement levels
12 What percentage of students in the target b c d e f

class are Limited English Proficient (LEP)?
None Less than 10% 10%-25% 26%-50% More than 50%
13 What is considered most in scheduling b Ability or prior achievement e Parent request

students into the target class?
c Limited English proficiency f Student decision
d Teacher recommendation g No one factor more
than another
2
HOMEWORK (work assigned to be completed outside of class )
Answer the following questions with regard to your target class:
14 How often do you usually assign science homework to be b Never (Skip to # 25)
completed outside of class?
c Less than once per week
d Once or twice per week
e Three to four times per week
f Every day
15 How many minutes do you expect a typical student to spend on a b I do not assign homework
normal homework assignment completed outside of class?
c Less than 15 minutes
d 15 to 30 minutes
e 31 to 60 minutes
f 61 to 90 minutes
g More than 90 minutes
16 Does homework completed outside of class count toward student b Never
grades? c Usually does not
d Usually does
e Always does
17 How often do you assign homework to be completed in a small b Never
group outside of class? c Less than once per week
d Once or twice per week
e Three to four times per week
f Every day
AMOUNT OF HOMEWORK TIME
0 - None
1 - Little (Less than 10% of homework time outside of class)
2 - Some (10-25% of homework time outside of class)
3 - Moderate (26-50% of homework time outside of class)
4 - Considerable (More than 50% of homework time outside of class)
Considerable
Moderate
What percentage of the time that students in the target class spend on science
Little
Some
None
homework done outside of class do you expect them to:

18 Read about science in books, magazines, or articles b c d e f
19 Answer questions from a science book or worksheet b c d e f
20 Solve science problems that require computation b c d e f
21 Revise and improve their own work (e.g., tests, homework assignments) b c d e f
22 Collect data or information about science b c d e f
23 Work on an assignment, report, or project that takes longer than one week to
complete b c d e f
24 Write about science b c d e f
3
INSTRUCTIONAL ACTIVITIES IN SCIENCE
Listed below are questions about the types of activities that students in the target class may engage in
during science instruction. Please estimate the relative amount of time a typical student in your class will
spend engaged in each activity over the course of a school year. The activities are not necessarily mutually
exclusive; across activities, your answers will probably exceed 100%. Consider each activity on its
own, estimating the range that best indicates the relative amount of science instructional time that a typical
student in your target class engages in over the course of a school year for that category.
AMOUNT OF INSTRUCTIONAL TIME

0 - None
1 - Little (Less than 10% of instructional time for the school year)
2 - Some (10-25% of instructional time for the school year)
3 - Moderate (26-50% of instructional time for the school year)
4 - Considerable (More than 50% of instructional time for the school year)
Considerable
Moderate
Little
Some
How much of the science instructional time in the target class do
None
students use to engage in the following tasks?
25 Listen to the teacher explain something about science to the class as a
whole
b c d e f
26 Read about science in books, magazines, or articles (not textbooks) b c d e f
27 Work individually on science assignments b c d e f
28 Write about science in a report or paper on science topics b c d e f
29 Do a laboratory activity, investigation, or experiment b c d e f
30 Watch the teacher demonstrate a scientific phenomenon b c d e f
31 Collect data (other than laboratory activities) b c d e f

32 Work in pairs or small groups (other than laboratory activities) b c d e f
33 Do a science activity with the class outside the classroom or science b c d e f
laboratory (e.g., field trips or research)
34 Use computers, calculators, or other educational technology to learn b c d e f
science
35 Maintain and reflect on a science portfolio of their own science work b c d e f
36 Take a quiz or test b c d e f
4
Listed below are some questions (items 37-62) about what students in the target class do in science.
For each activity pick one of the choices to indicate the percentage of instructional time that
students spend doing each activity. Please think of an average student in the class while
responding.
AMOUNT OF INSTRUCTIONAL TIME (in laboratory activities, investigations ,or experiments)

0 - None
1 - Little (Less than 10% of instructional time in laboratory activities, investigations, or experiments)
2 - Some (10-25 % of instructional time in laboratory activities, investigations, or experiments)
3 - Moderate (26-50% of instructional time in laboratory activities, investigations, or experiments)
4 - Considerable (More than 50% of instructional time in laboratory activities, investigations, or
experiments)
Considerable
Moderate
When students in the target class are engaged in laboratory
Little
Some
activities, investigations, or experiments as part of science
None
instruction, how much of that time do they:
37 Make educated guesses, predictions, or hypotheses b c d e f
38 Follow step-by-step directions b c d e f
39 Use science equipment or measuring tools b c d e f
40 Collect data b c d e f
41 Change a variable in an experiment to test a hypothesis b c d e f
42 Organize and display information in tables or graphs b c d e f
43 Analyze and interpret science data b c d e f

44 Design their own investigation or experiment to solve a scientific b c d e f
question
45 Make observations/classifications b c d e f
5
AMOUNT OF INSTRUCTIONAL TIME ( i n pairs or small groups)
0 - None
1 - Little (Less than 10% of instructional time in pairs or small groups)
2 - Some (10-25% of instructional time in pairs or small groups)
3 - Moderate (26-50% of instructional time in pairs or small groups)
4 - Considerable (More than 50% of instructional time in pairs or small groups)
Considerable
Moderate
When students in the target class work in pairs or small groups as
Little
Some
part of science instruction (other than in the science laboratory),
None
how much of that time do they:
Talk about ways to solve science problems (e.g,, design an
46
experiment)
b c d e f
47 Complete written assignments from the textbook or workbook b c d e f
48 Write results or prepare a presentation from a laboratory activity, b c d e f
investigation, experiment, or a research project
49 Work on an assignment, report, or project over an extended period of b c d e f

time
50 Work on a writing project or entries for portfolios by seeking peer b c d e f
comments to improve work
51 Review assignments or prepare for a quiz or test b c d e f
AMOUNT OF INSTRUCTIONAL TIME ( collecting science data or information)
0 - None
1 - Little (Less than 10% of instructional time collecting science data or information)
2 - Some (10-25% of instructional time collecting science data or information)
3 - Moderate (26-50% of instructional time collecting science data or information)
4 - Considerable (More than 50% of instructional time collecting science data or information)
Considerable
When students in the target class collect data or information
Moderate
about science from books, magazines, computers, or other

Little
Some
sources (other than laboratory activities), how much of that time

None
do they:
52 Have class discussions about the data b c d e f
53 Organize and display the information in tables or graphs b c d e f
54 Make a prediction based on the data b c d e f
55 Analyze and interpret the information or data orally or in writing b c d e f
56 Make a presentation to the class on the data, analysis, or interpretation b c d e f
6
AMOUNT OF INSTRUCTIONAL TIME ( using calculators, computers, or other educational technology)
0-None
1-Little (Less than 10% of instructional time using calculators, computers, or other educational technology)
2-Some (10-25% of instructional time using calculators, computers, or other educational technology)
3-Moderate (26-50% of instructional time using calculators, computers, or other educational technology)
4-Considerable (More than 50% of instructional time using calculators, computers, or other educational
technology)
Considerable
When students in the target class are engaged in activities that
Moderate
involve the use of calculators, computers, or other educational
Little
Some
technology as part of science instruction, how much of that time
None
do they:
57 Learn facts b c d e f
58 Practice procedures b c d e f
59 Use sensors and probes (e.g., CBLs) b c d e f
60 Retrieve or exchange data or information (e.g., using the Internet or b c d e f
partnering with another class)
61 Display and analyze data b c d e f
62 Solve problems using simulations b c d e f
7
ASSESSMENTS
For items 63-70, please indicate how often you use each of the following strategies when assessing
students in the target science class.
1 - 4 times 1 - 3 times 1 - 3 times 4 - 5 times
Never
per year per month per week per week
63 Objective items (e.g., multiple choice, true/false) b c d e f
64 Short answer (e.g., fill-in-the-blank) b c d e f

65 Extended response item for which student must b c d e f
explain or justify solution
66 Performance tasks or events (e.g., hands-on b c d e f
activities)
67 Individual or group demonstration or presentation b c d e f
68 Science projects b c d e f
69 Portfolios b c d e f
70 Systematic observation of students b c d e f
INSTRUCTIONAL INFLUENCES
For items 71-80, please indicate the degree to which each of the following influences what you teach
in the target science class.
Strong Somewhat Little or Somewhat Strong
Not
Negative Negative No Positive Positive
Applicable
Influence Influence Influence Influence Influence
71 Your state's curriculum framework or b c d e f g
content standards
72 Your district's curriculum framework, b c d e f g
standards, or guidelines
73 Textbook or instructional materials b c d e f g

74 State tests or results from test b c d e f g
75 District tests or results from test b c d e f g
76 National science education standards b c d e f g
77 Your pre-service preparation b c d e f g
78 Students' special needs b c d e f g

79 Parental or community preferences b c d e f g
80 Preparation of students for the next grade b c d e f g
or level
8
CLASSROOM INSTRUCTIONAL READINESS
For items 81-90, please indicate how well Not Well Somewhat Well Very Well
prepared you are to: Prepared Prepared Prepared Prepared
81 Teach science at your assigned level b c d e
82 Integrate science with other subjects b c d e
83 Provide science instruction that meets science b c d e
content standards (e.g., district, state, national)
84 Use a variety of assessment strategies (including b c d e
objective and open-ended formats)
85 Manage a class of students engaged in hands-on or b c d e
laboratory activities
86 Take into account students' prior conceptions about b c d e
natural phenomena when planning
87 Teach students with physical disabilities b c d e
Teach classes composed of students with diverse
88
abilities
b c d e
89 Teach science to students from a variety of cultural b c d e
backgrounds
90 Teach science to students who have limited English b c d e
proficiency
TEACHER OPINIONS AND BELIEFS
For items 91-100, please indicate your opinion about Strongly Neutral/ Strongly
each of the statements below: Disagree Agree
Disagree Undecided Agree
91 Laboratory-based science classes are more effective b c d e f
than non-laboratory classes.
92 It is important for students to learn basic scientific terms b c d e f
and formulas before learning underlying concepts and
principles.
93 I am supported by colleagues to try out new ideas in b c d e f
teaching science.
94 I am required to follow rules at this school that conflict b c d e f
with my best professional judgment about teaching and
learning science.
95 Science teachers in this school regularly observe each b c d e f
other teaching classes.
96 Science teachers in this school trust each other. b c d e f
97 It’s OK in this school to discuss feelings, worries, and b c d e f
frustrations with other science teachers.
98 Science teachers respect other teachers who take the b c d e f
lead in school improvement efforts.
99 It’s OK in this school to discuss feelings, worries, and b c d e f
frustrations with the leadership staff.
100 The leadership staff takes personal interest in the b c d e f
professional development of the teachers.
9
PROFESSIONAL DEVELOPMENT ACTIVITIES IN SCIENCE
In answering the following items, consider all the professional development activities related to science
content or science education that you have participated in since June 1st of last year. Professional
development refers to a variety of activities intended to enhance your professional knowledge and skills,
including in-service training, teacher networks, course work, institutes, committee work, and mentoring. In-
service training is professional development offered by your school or district to enhance your professional
responsibilities and knowledge. Workshops are short- term learning opportunities that can be located in your
school or elsewhere. Institutes are longer term professional learning opportunities, for example, of a week or
longer in duration.
How Often? How many hours?
b Never e 3-4 times b N/A e 16-35
c Once f 5-10 times c 1-6 hrs. f 36-60
d Twice g >10 times d 7-15 hrs. g 61+ hrs.
101 For the time period referenced above, how often, and
for how many total hours, have you participated in
workshops or in-service training related to science
b c d e f g b c d e fg
or science education?
102 For the time period referenced above, how often, and
for how many total hours, have you participated in
summer institutes related to science or science
education?
103 For the time period referenced above, how often have
you attended college courses related to science or
science education and about how many hours did you
spend in class?
Since June 1st of last year, how frequently have you engaged in each of the following activities related
specifically to the teaching and learning of science?
Once or
Once or twice Once or Once or Almost
Never twice a
a year twice a term twice a week daily
month
104 Attended conferences related to science or b c d e f g
science education
105 Participated in teacher study groups b c d e f g
106 Participated in teacher networks or collaboratives b c d e f g
of teachers supporting professional development
107 Acted as a coach or mentor to other teachers or b c d e f g
staff in your school
108 Received coaching or mentoring b c d e f g
109 Participated in a committee or task force focused b c d e f g
on curriculum and instruction
110 Engaged in informal self-directed learning (e.g., b c d e f g
discussed science or science education topics
with a colleague, read a journal article on science
or science education, or used the Internet to
enrich knowledge and skills)
10
Thinking again about all of your professional development activities in science or science education
since June 1st of last year, how often has the following occurred for you?
Never Rarely Sometimes Often

111 Observed demonstrations of teaching techniques b c d e
112 Led group discussions b c d e

113 Developed curricula or lesson plans that other participants or the
b c d e
activity leader reviewed
114 Reviewed student work or scored assessments b c d e

115 Developed assessments or tasks as part of a formal professional
b c d e
development activity
116 Practiced what you learned and received feedback as part of a
b c d e
professional development activity
117 Received coaching or mentoring in the classroom b c d e
118 Given a lecture or presentation to colleagues b c d e
Still thinking about all your professional development activities since June 1st of last year, indicate how
often they have been:
Never Rarely Sometimes Often

119 Designed to support the school-wide improvement
plan adopted by your school b c d e
120 Consistent with your science department or grade-

level plan to improve teaching b c d e
121 Consistent with your own goals for your professional

development b c d e
122 Built on what you had learned in earlier professional

development activities b c d e
123 Provided follow-up activities that related clearly to
what you learned b c d e
11
Since June 1st of last year, have you participated in professional development activities in science or
science education in the following ways?
No Yes
124 I participated in professional development activities with most or all of the
teachers from my school. b c
125 I participated in professional development activities with most or all of the
teachers from my department or grade level. b c
126 I participated in professional development activities NOT attended by other
staff members from my school. b c
127 I discussed what I learned with other teachers in my school or department
who did NOT attend the activity. b c
Since June 1st of last year, how much emphasis did your professional development activities in science
or science education place on the following topics?
None Minor Moderate Major
128 State science content standards (e.g., what they are and how they
b c d e
are used)
129 Alignment of science instruction to curriculum b c d e

130 Instructional approaches (e.g., use of manipulatives)
b c d e
131 In-depth study of science or specific concepts within science (e.g.,
b c d e
earth science)
132 Study of how children learn particular topics in science b c d e
133 Individual differences in student learning b c d e

134 Meeting the learning needs of special populations of students (e.g.,
English language learners and students with disabilities) b c d e
135 Classroom science assessment (e.g., diagnostic approaches,

textbook-developed tests, or teacher-developed tests) b c d e
136 State or district science assessment (e.g., preparing, understanding,

or interpreting assessment data) b c d e
137 Interpretation of assessment data for use in science instruction b c d e
138 Technology to support student learning in science b c d e
12
TEACHER CHARACTERISTICS
Female Male
139 Please indicate your gender. b c
140 Please indicate your ethnicity/race. c American Indian or Alaska Native

(Indicate all that apply) d Asian
e Black or African American
f Hispanic or Latino/a
g Native Hawaiian or Other Pacific Islander
h White
More
Less than 1-2 3-5 6-8 9 - 11 12 - 15 than 15
1 year years years years years years years
141 How many years have you taught
b c d e f g h
science prior to this year?
142 How long have you been assigned to
b c d e f g h
teach at your current school?
Multiple
Does not BA or MA or MA or Ph.D. or
apply BS MS MS Ed.D. Other
143 What is the highest degree you hold? b c d e f g
144 What was your major field of study for c Elementary Education
the bachelor's degree? d Middle School Education
e Science Education
f Science
g Science Education and Science
h Other Disciplines (includes other Education fields,
Math, History, English, Foreign Languages, etc.)
145 If applicable, what was your major c Elementary Education

field of study for the highest degree d Middle School Education
you hold beyond a bachelor's degree? e Science Education
f Science
g Science Education and Science
h Other Disciplines (includes other Education fields,
Mathematics, History, English, Foreign Languages,
etc.)
146 What type(s) of state certification do you c Emergency, provisional or temporary certification
currently have? (Indicate all that apply) d Elementary/Early Childhood Certification
e Middle School Certification
f Secondary Certification, in a field other than science
g Secondary Science Certification
h National Board Certification
13
FORMAL COURSE PREPARATION
Please estimate the total number of quarter or semester courses you have taken at the undergraduate
and/or graduate level in each of the following areas:
(Number of courses)
0 1-2 3-4 5-6 7-8 9-10 11-12 13-14 15-16 17+
147 Biology/Life Science b c d e f g h i j k

148 Physics/Chemistry/Physical Science b c d e f g h i j k
149 Geology/Astronomy/Earth Science b c d e f g h i j k
150 Science Education b c d e f g h i j k
This is the end of the Instructional Practices portion of the survey. Please
continue on to complete the Instructional Content portion. Thank you.
14
This page intentionally left blank.
This page intentionally left blank.
Council of Chief State School Officers
Wisconsin Center for Education Research
SURVEYS OF ENACTED CURRICULUM ©
Survey Of Instructional Content

Teacher Survey
Grades K-12
Science
The following pages request information regarding topic coverage and your expectations for students in the target
science class for the most recent school year (current year if reporting after March 1st). The content matrix
that follows contains lists of discrete topics associated with science instruction. The categories and the level of
specificity are intended to gather information about content across a wide variety of programs. It is not intended
to reflect any recommended or prescribed content for the grade level and may or may not be reflective of your
local curriculum.
Please read the instructions on the next two pages carefully before proceeding.
Step 1: Indicate topics not covered in this class
Begin by reviewing the entire list of topics identified in the topics column of each table, noting how topics are
grouped. After reviewing each topic within a given grouping, if none of the topics listed within that group
receive any instructional coverage, circle the "<None>" in the "Time on Topic" column for that group. For any
individual topic that is not covered in this science class, fill in the circled "zero" in the "Time on Topic"
column. (Not necessary for those groups with "<None>" circled.) Any topics or topic group so identified will
not require further response. [Note, for example, that the class described in the example below did not cover
any topics under "Kinetics" and so "<None>" is circled.]
Step 2: Indicate the amount of time spent on each topic covered in this class
Examine the list of topics a second time. This time note the amount of coverage devoted to each topic by filling
in the appropriately numbered circle in the "Time on Topic" column based upon the following codes:
0 = None, not covered

1 = Slight Coverage (less than one class/lesson)
2 = Moderate Coverage (one to five classes/lessons)
3 = Sustained Coverage (more than five classes/lessons)
Step 1 Step 2
Time on Topic K-12 Science Topics Expectations for Students in Science
Memorize Conduct Communicate Apply

1 Facts/ Investigations/ Understanding Analyze Concepts/
<none> Energy
Definitions/ Perform of Science Information Make
Formulas Procedures Concepts Connections
101
bcde Potential energy bcde bcde bcde bcde bcde
102
bcde Kinetic energy bcde bcde bcde bcde bcde
103
bcde Work and force bcde bcde bcde bcde bcde
104
bcde Conservation of energy bcde bcde bcde bcde bcde
105
bcde Heat energy and transfer bcde bcde bcde bcde bcde

6 Facts/ Investigations/P Understanding Analyze Concepts/
<none> Kinetics
Definitions/ erform of Science Information Make
601
bcde Nuclear energy bcde bcde bcde bcde bcde
602
bcde Pressure bcde bcde bcde bcde bcde
603
bcde Kinetics and temperature bcde bcde bcde bcde bcde
Step 3: Indicate relative emphasis of each student expectation for every topic taught
The final step in completing this section of the survey concerns your expectations for what students should
know and be able to do. For each topic area, please provide information about the relative amount of
instructional time spent on work designed to help students reach each of the listed expectations by filling in
the appropriately numbered circle using the response codes listed below. (Note: To the left of each content
sheet you will find a list of descriptors for each of the five expectations for students.)
0 = No emphasis (Not an expectation for this topic)

1 = Slight emphasis (Accounts for less than 25% of the time spent on this topic)
2 = Moderate emphasis (Accounts for 25% to 33% of the time spent on this topic)
3 = Sustained emphasis (Accounts for more than 33% of the time spent on this topic)
Note: A code of "3" should typically be given for only one, and no more than two expectation categories
within any given topic. No expectation codes should be filled-in for those topics for which no coverage is
provided (i.e., circled "0" or "<None>").
Step 3
Time on Topic K-12 Science Topics Expectations for Students in Science

<none> Energy
101
bcde Potential energy bcde bcde bcde bcde bcde
102
bcde Kinetic energy bcde bcde bcde bcde bcde
103
bcde Work and force bcde bcde bcde bcde bcde
104
bcde Conservation of energy bcde bcde bcde bcde bcde
105
bcde Heat energy and transfer bcde bcde bcde bcde bcde

<none> Kinetics
601
bcde Nuclear energy bcde bcde bcde bcde bcde
602
bcde Pressure bcde bcde bcde bcde bcde
603
bcde Kinetics and temperature bcde bcde bcde bcde bcde
Expectations for Students in Science
Memorize Facts/Definitions/
Formulas Analyze Information
Recite basic science facts Classify and compare data
Recall science terms and definitions Analyze data and recognize patterns
Recall scientific formulas Generate questions and make predictions
Infer from data
Draw conclusions
Conduct Investigations/
Perform Procedures Apply Concepts/Make Connections
Make observations Use and integrate science concepts
Collect and record data Apply and adapt science information to real-
Use appropriate tools world situations
Make measurements and do computations Build or revise theory
Execute procedures Apply science ideas outside the context of
Test effects of different variables science
Communicate Understanding of
Science Concepts
Explain concepts
Observe and explain teacher demonstrations
Explain procedures and methods of
science and inquiry
Organize and display data in tables or charts
Response Codes Response Codes

Time on Topic Expectations for Students
0 = None 0 = No emphasis
(Not covered) (Not a performance goal for this topic)
1 = Slight coverage 1 = Slight emphasis
(Less than one class/lesson) (Less than 25% of time on this topic)
2 = Moderate coverage 2 = Moderate emphasis
(One to five classes/lessons) (25% to 33% of time on this topic)
3 = Sustained coverage 3 = Sustained emphasis
(More than five classes/lessons) (More than 33% of time on this topic)
Time on Topic Grades K-12 Science Topics Expectations for Students in Science
Memorize Conduct
Communicate Apply Concepts/
100 Facts/ Investigations/ Analyze
<none> Nature of Science Understanding of Make
Definitions/ Perform Information
Science Concepts Connections
Formulas Procedures
101
b c d e Nature and structure of science b c d e b c d e b c d e b c d e b c d e
102
b c d e Nature of scientific inquiry/method b c d e b c d e b c d e b c d e b c d e
103
b c d e Scientific habits of mind, logic, and reasoning b c d e b c d e b c d e b c d e b c d e
104 Issues of diversity, culture, and gender in

b c d e b c d e b c d e b c d e b c d e b c d e
science
105
b c d e History of scientific innovations b c d e b c d e b c d e b c d e b c d e
106
b c d e Ethical issues and critiques of science b c d e b c d e b c d e b c d e b c d e
Memorize Conduct
<none> Science & Technology Understanding of Make
Formulas Procedures
201 Technological benefits, trade-offs, and

consequences
202 Relationship between scientific inquiry and
technological design
203
b c d e Science tools and lab safety b c d e b c d e b c d e b c d e b c d e
204
b c d e Design or implement a solution or product b c d e b c d e b c d e b c d e b c d e
Memorize Conduct
<none> Science, Health & Environment Understanding of Make
Formulas Procedures
301
b c d e Personal health, behavior, disease, and nutrition b c d e b c d e b c d e b c d e b c d e
302 Environmental health, pollution, and waste

disposal
303
b c d e Acid rain b c d e b c d e b c d e b c d e b c d e
304
b c d e Ozone depletion b c d e b c d e b c d e b c d e b c d e
305
b c d e Resources and conservation b c d e b c d e b c d e b c d e b c d e
306
b c d e Toxic and nuclear waste b c d e b c d e b c d e b c d e b c d e
307
b c d e Greenhouse effect b c d e b c d e b c d e b c d e b c d e
308
b c d e Natural and human-caused hazards b c d e b c d e b c d e b c d e b c d e
Memorize Conduct
<none> Measurement & Calculation in Science Understanding of Make
Formulas Procedures
401
b c d e The International System b c d e b c d e b c d e b c d e b c d e
402
b c d e Mass and weight b c d e b c d e b c d e b c d e b c d e
403
b c d e Length b c d e b c d e b c d e b c d e b c d e
404
b c d e Volume b c d e b c d e b c d e b c d e b c d e
405
b c d e Time b c d e b c d e b c d e b c d e b c d e
406
b c d e Temperature b c d e b c d e b c d e b c d e b c d e
407
b c d e Accuracy and precision/estimation b c d e b c d e b c d e b c d e b c d e
408
b c d e Significant digits b c d e b c d e b c d e b c d e b c d e
409
b c d e Derived units (e.g., rate, speed) b c d e b c d e b c d e b c d e b c d e
410
b c d e Conversion factors b c d e b c d e b c d e b c d e b c d e
411
b c d e Density b c d e b c d e b c d e b c d e b c d e
412 Data displays (e.g., tables, charts, maps,

graphs)
Infer from data
Draw conclusions
Science Concepts
Explain concepts
science and inquiry

Memorize Conduct
<none> Components of Living Systems Understanding of Make
Formulas Procedures
501
b c d e Cell structure/function b c d e b c d e b c d e b c d e b c d e
502
b c d e Cell theory b c d e b c d e b c d e b c d e b c d e
503
b c d e Transport of cellular material b c d e b c d e b c d e b c d e b c d e
504
b c d e Cell metabolism b c d e b c d e b c d e b c d e b c d e
505
b c d e Cell response b c d e b c d e b c d e b c d e b c d e
506
b c d e Cellular respiration b c d e b c d e b c d e b c d e b c d e
507
b c d e Cell specialization b c d e b c d e b c d e b c d e b c d e
508
b c d e Organs b c d e b c d e b c d e b c d e b c d e
509
b c d e Organ systems b c d e b c d e b c d e b c d e b c d e
510
b c d e Microbiology b c d e b c d e b c d e b c d e b c d e
Memorize Conduct
<none> Biochemistry Understanding of Make
Formulas Procedures
601
b c d e Living elements (C, H, O, N, P) b c d e b c d e b c d e b c d e b c d e
602
b c d e Atomic structure and bonding b c d e b c d e b c d e b c d e b c d e
603
b c d e Synthesis reactions (proteins) b c d e b c d e b c d e b c d e b c d e
604
b c d e Hydrolysis b c d e b c d e b c d e b c d e b c d e
605 Organic compounds (e.g., carbon, proteins,

nucleic/amino acids, enzymes)
Memorize Conduct
<none> Botany Understanding of Make
Formulas Procedures
701
b c d e Nutrition and photosynthesis b c d e b c d e b c d e b c d e b c d e
702
b c d e Circulation b c d e b c d e b c d e b c d e b c d e
703
b c d e Respiration b c d e b c d e b c d e b c d e b c d e
704
b c d e Growth/development/behavior b c d e b c d e b c d e b c d e b c d e
705
b c d e Health and disease b c d e b c d e b c d e b c d e b c d e
706
b c d e Structure and function b c d e b c d e b c d e b c d e b c d e
Memorize Conduct
<none> Animal Biology Understanding of Make
Formulas Procedures
801
b c d e Nutrition b c d e b c d e b c d e b c d e b c d e
802
b c d e Circulation b c d e b c d e b c d e b c d e b c d e
803
b c d e Excretion b c d e b c d e b c d e b c d e b c d e
804
b c d e Respiration b c d e b c d e b c d e b c d e b c d e
805
806
b c d e Health and disease b c d e b c d e b c d e b c d e b c d e
807
b c d e Structure and function b c d e b c d e b c d e b c d e b c d e
808
b c d e Skeletal and muscular systems b c d e b c d e b c d e b c d e b c d e
809
b c d e Nervous and endocrine systems b c d e b c d e b c d e b c d e b c d e
810
b c d e Habitat b c d e b c d e b c d e b c d e b c d e
Infer from data
Draw conclusions
Science Concepts
Explain concepts
science and inquiry

Memorize Conduct
<none> Human Biology Understanding of Make
Formulas Procedures
901
b c d e Nutrition and digestive system b c d e b c d e b c d e b c d e b c d e
902
b c d e Circulatory system and blood b c d e b c d e b c d e b c d e b c d e
903
b c d e Excretory system b c d e b c d e b c d e b c d e b c d e
904
b c d e Respiration and respiratory system b c d e b c d e b c d e b c d e b c d e
905
906
b c d e Health and disease/immune system b c d e b c d e b c d e b c d e b c d e
907
b c d e Skeletal and muscular systems b c d e b c d e b c d e b c d e b c d e
908
b c d e Nervous and endocrine systems b c d e b c d e b c d e b c d e b c d e
Memorize Conduct
<none> Genetics Understanding of Make
Formulas Procedures
1001
b c d e Mendelian genetics b c d e b c d e b c d e b c d e b c d e
1002
b c d e Modern genetics b c d e b c d e b c d e b c d e b c d e
1003
b c d e Inherited diseases b c d e b c d e b c d e b c d e b c d e
1004
b c d e Biotechnology b c d e b c d e b c d e b c d e b c d e
1005
b c d e Human genetics b c d e b c d e b c d e b c d e b c d e
1006
b c d e Transcription and translation b c d e b c d e b c d e b c d e b c d e
1007
b c d e Mutation b c d e b c d e b c d e b c d e b c d e
Memorize Conduct
<none> Evolution Understanding of Make
Formulas Procedures
1101
b c d e Evidence for evolution b c d e b c d e b c d e b c d e b c d e
1102
b c d e Lamarckian theories b c d e b c d e b c d e b c d e b c d e
1103
b c d e Modern evolutionary theory b c d e b c d e b c d e b c d e b c d e
1104
b c d e Life origin theories b c d e b c d e b c d e b c d e b c d e
1105
b c d e Human evolution b c d e b c d e b c d e b c d e b c d e
1106
b c d e Classification b c d e b c d e b c d e b c d e b c d e
1107
b c d e Causes b c d e b c d e b c d e b c d e b c d e
1108
b c d e Natural selection b c d e b c d e b c d e b c d e b c d e
Memorize Conduct
<none> Reproduction and Development Understanding of Make
Formulas Procedures
1201
b c d e Mitotic and meiotic cell division b c d e b c d e b c d e b c d e b c d e
1202
b c d e Asexual reproduction b c d e b c d e b c d e b c d e b c d e
1203
b c d e Inherited traits b c d e b c d e b c d e b c d e b c d e
1204
b c d e Reproduction and development in plants b c d e b c d e b c d e b c d e b c d e
1205
b c d e Reproduction and development in animals b c d e b c d e b c d e b c d e b c d e
1206
b c d e Reproduction and development in humans b c d e b c d e b c d e b c d e b c d e
Infer from data
Draw conclusions
Science Concepts
Explain concepts
science and inquiry

Memorize Conduct
<none> Ecology Understanding of Make
Formulas Procedures
1301
b c d e Food webs/chains b c d e b c d e b c d e b c d e b c d e
1302
b c d e Competition and cooperation b c d e b c d e b c d e b c d e b c d e
1303
b c d e Energy flow relationships b c d e b c d e b c d e b c d e b c d e
1304
b c d e Biotic and abiotic factors b c d e b c d e b c d e b c d e b c d e
1305
b c d e Ecological succession b c d e b c d e b c d e b c d e b c d e
1306
b c d e Ecosystems b c d e b c d e b c d e b c d e b c d e
1307
b c d e Population dynamics b c d e b c d e b c d e b c d e b c d e
1308
b c d e Environmental chemistry b c d e b c d e b c d e b c d e b c d e
1309
b c d e Adaptation and variation b c d e b c d e b c d e b c d e b c d e
1310
b c d e Niche populations b c d e b c d e b c d e b c d e b c d e
Memorize Conduct
<none> Energy Understanding of Make
Formulas Procedures
1401
b c d e Potential energy b c d e b c d e b c d e b c d e b c d e
1402
b c d e Kinetic energy b c d e b c d e b c d e b c d e b c d e
1403
b c d e Conservation of mass/energy b c d e b c d e b c d e b c d e b c d e
1404
b c d e Heat energy and transfer b c d e b c d e b c d e b c d e b c d e
1405
b c d e Light energy b c d e b c d e b c d e b c d e b c d e
1406
b c d e Sound energy b c d e b c d e b c d e b c d e b c d e
1407
b c d e Laws of thermodynamics and entropy b c d e b c d e b c d e b c d e b c d e
1408
b c d e Work and energy b c d e b c d e b c d e b c d e b c d e
1409
b c d e Mechanical energy and machines b c d e b c d e b c d e b c d e b c d e
1410
b c d e Nuclear energy b c d e b c d e b c d e b c d e b c d e
Memorize Conduct
<none> Motion and Forces Understanding of Make
Formulas Procedures
1501
b c d e Vector and scalar quantities b c d e b c d e b c d e b c d e b c d e
1502
b c d e Displacement as a vector quantity b c d e b c d e b c d e b c d e b c d e
1503
b c d e Velocity as a vector quantity b c d e b c d e b c d e b c d e b c d e
1504
b c d e Relative position and velocity b c d e b c d e b c d e b c d e b c d e
1505
b c d e Acceleration b c d e b c d e b c d e b c d e b c d e
1506
b c d e Newton's First Law b c d e b c d e b c d e b c d e b c d e
1507
b c d e Newton's Second Law b c d e b c d e b c d e b c d e b c d e
1508
b c d e Newton's Third Law b c d e b c d e b c d e b c d e b c d e
1509
b c d e Momentum, impulse, and conservation b c d e b c d e b c d e b c d e b c d e
1510
b c d e Equilibrium b c d e b c d e b c d e b c d e b c d e
1511
b c d e Friction b c d e b c d e b c d e b c d e b c d e
1512
b c d e Universal gravitation b c d e b c d e b c d e b c d e b c d e
Infer from data
Draw conclusions
Science Concepts
Explain concepts
science and inquiry

Memorize Conduct
<none> Electricity Understanding of Make
Formulas Procedures
1601
Static electricity (production, transfer,
b c d e distribution) b c d e b c d e b c d e b c d e b c d e
1602
b c d e Coulomb's law b c d e b c d e b c d e b c d e b c d e
1603
b c d e Electric fields b c d e b c d e b c d e b c d e b c d e
1604
b c d e Current electricity b c d e b c d e b c d e b c d e b c d e
1605
b c d e Current, voltage, and resistance b c d e b c d e b c d e b c d e b c d e
1606
b c d e Series and parallel circuits b c d e b c d e b c d e b c d e b c d e
1607
b c d e Magnetism b c d e b c d e b c d e b c d e b c d e
1608
b c d e Effects of interacting fields b c d e b c d e b c d e b c d e b c d e
1609
b c d e Conductors and insulators b c d e b c d e b c d e b c d e b c d e
Memorize Conduct
<none> Waves Understanding of Make
Formulas Procedures
1701
b c d e Characteristics and behavior b c d e b c d e b c d e b c d e b c d e
1702
b c d e Visible light (direction/speed/transformation) b c d e b c d e b c d e b c d e b c d e
1703 Non-visible light/electromagnetic spectrum (e.g.,

ultraviolet, infrared)
1704
b c d e Sound (e.g. direction, speed, transformation) b c d e b c d e b c d e b c d e b c d e
1705
b c d e Earthquakes, tsunamis, ocean waves b c d e b c d e b c d e b c d e b c d e
Memorize Conduct
<none> Kinetics and Equilibrium Understanding of Make
Formulas Procedures
1801
b c d e Molecular motion b c d e b c d e b c d e b c d e b c d e
1802
b c d e Pressure b c d e b c d e b c d e b c d e b c d e
1803
b c d e Kinetics and temperature b c d e b c d e b c d e b c d e b c d e
1804
b c d e Equilibrium b c d e b c d e b c d e b c d e b c d e
1805
b c d e Reaction rates b c d e b c d e b c d e b c d e b c d e
Memorize Conduct
<none> Properties of Matter Understanding of Make
Formulas Procedures
1901
b c d e Characteristics and composition b c d e b c d e b c d e b c d e b c d e
1902
b c d e Elements, molecules, and compounds b c d e b c d e b c d e b c d e b c d e
1903
b c d e States of matter (S-L-G-P) b c d e b c d e b c d e b c d e b c d e
1904
b c d e Solutions and mixtures b c d e b c d e b c d e b c d e b c d e
1905
b c d e Physical and chemical changes b c d e b c d e b c d e b c d e b c d e
1906
b c d e Physical and chemical properties b c d e b c d e b c d e b c d e b c d e
1907
b c d e Isotopes, atomic number, and atomic mass b c d e b c d e b c d e b c d e b c d e
1908
b c d e Photons and spectra b c d e b c d e b c d e b c d e b c d e
1909
b c d e Atomic theory b c d e b c d e b c d e b c d e b c d e
1910
b c d e Quantum theory and electron clouds b c d e b c d e b c d e b c d e b c d e
Infer from data
Draw conclusions
Science Concepts
Explain concepts
science and inquiry

Memorize Conduct
<none> Earth Systems Understanding of Make
Formulas Procedures
2001
b c d e Earth's shape, dimension, and composition b c d e b c d e b c d e b c d e b c d e
2002
b c d e Earth's origins and history b c d e b c d e b c d e b c d e b c d e
2003
b c d e Maps, locations, and scales b c d e b c d e b c d e b c d e b c d e
2004
b c d e Measuring using relative and absolute time b c d e b c d e b c d e b c d e b c d e
2005
b c d e Mineral and rock formations and types b c d e b c d e b c d e b c d e b c d e
2006
b c d e Erosion and weathering b c d e b c d e b c d e b c d e b c d e
2007
b c d e Plate tectonics b c d e b c d e b c d e b c d e b c d e
2008 Formation of volcanoes, earthquakes, and

mountains
2009
b c d e Topography b c d e b c d e b c d e b c d e b c d e
2010
b c d e Dynamics and energy transfer b c d e b c d e b c d e b c d e b c d e
2011
b c d e Oceanography b c d e b c d e b c d e b c d e b c d e
Memorize Conduct
<none> Astronomy Understanding of Make
Formulas Procedures
2101
b c d e Stars b c d e b c d e b c d e b c d e b c d e
2102
b c d e Galaxies b c d e b c d e b c d e b c d e b c d e
2103
b c d e Origins of the universe b c d e b c d e b c d e b c d e b c d e
2104
b c d e Asteroids and comets b c d e b c d e b c d e b c d e b c d e
2105
b c d e The solar system b c d e b c d e b c d e b c d e b c d e
2106
b c d e The moon b c d e b c d e b c d e b c d e b c d e
2107
b c d e The Earth's motion: rotation and revolution b c d e b c d e b c d e b c d e b c d e
2108
b c d e Relationship of Earth, moon, and sun b c d e b c d e b c d e b c d e b c d e
2109
b c d e Location, navigation, and time b c d e b c d e b c d e b c d e b c d e
Memorize Conduct
<none> Meteorology Understanding of Make
Formulas Procedures
2201
b c d e Earth's atmosphere b c d e b c d e b c d e b c d e b c d e
2202
b c d e Air pressure and winds b c d e b c d e b c d e b c d e b c d e
2203
b c d e Evaporation, condensation, and precipitation b c d e b c d e b c d e b c d e b c d e
2204
b c d e Weather b c d e b c d e b c d e b c d e b c d e
2205
b c d e Climate b c d e b c d e b c d e b c d e b c d e
Memorize Conduct
<none> Elements and The Periodic System Understanding of Make
Formulas Procedures
2301
b c d e Early classification system(s) b c d e b c d e b c d e b c d e b c d e
2302
b c d e Modern periodic table b c d e b c d e b c d e b c d e b c d e
2303
b c d e Interaction of elements b c d e b c d e b c d e b c d e b c d e
2304
b c d e Element characteristics (families and periods) b c d e b c d e b c d e b c d e b c d e
Infer from data
Draw conclusions
Science Concepts
Explain concepts
science and inquiry

Memorize Conduct
<none> Chemical Formulas and Reactions Understanding of Make
Formulas Procedures
2401
b c d e Names, symbols, and formulas b c d e b c d e b c d e b c d e b c d e
2402
b c d e Molecular and empirical formulas b c d e b c d e b c d e b c d e b c d e
2403
b c d e Representing chemical change b c d e b c d e b c d e b c d e b c d e
2404
b c d e Balancing chemical equations b c d e b c d e b c d e b c d e b c d e
2405
b c d e Stoichiometric relationships b c d e b c d e b c d e b c d e b c d e
2406
b c d e Oxidation/reduction reactions b c d e b c d e b c d e b c d e b c d e
2407
b c d e Chemical bonds b c d e b c d e b c d e b c d e b c d e
2408
b c d e Electrochemistry b c d e b c d e b c d e b c d e b c d e
2409
b c d e The Mole b c d e b c d e b c d e b c d e b c d e
2410
b c d e Types of reactions b c d e b c d e b c d e b c d e b c d e
Memorize Conduct
<none> Acids, Bases, and Salts Understanding of Make
Formulas Procedures
2501
b c d e Arrhenius/Bronsted-Lowry/Lewis Theories b c d e b c d e b c d e b c d e b c d e
2502
b c d e Naming acids b c d e b c d e b c d e b c d e b c d e
2503
b c d e Acid/base behavior and strengths b c d e b c d e b c d e b c d e b c d e
2504
b c d e Salts b c d e b c d e b c d e b c d e b c d e
2505
b c d e pH b c d e b c d e b c d e b c d e b c d e
2506
b c d e Hydrolysis b c d e b c d e b c d e b c d e b c d e
2507
b c d e Buffers b c d e b c d e b c d e b c d e b c d e
2508
b c d e Indicators b c d e b c d e b c d e b c d e b c d e
2509
b c d e Titration b c d e b c d e b c d e b c d e b c d e
Memorize Conduct
<none> Organic Chemistry Understanding of Make
Formulas Procedures
2601
b c d e Hydrocarbons, alkenes, alkanes, and alkynes b c d e b c d e b c d e b c d e b c d e
2602
b c d e Aromatic hydrocarbons b c d e b c d e b c d e b c d e b c d e
2603
b c d e Isomers and polymers b c d e b c d e b c d e b c d e b c d e
2604 Aldehydes, ether, ketones, esters, alcohols, and

organic acids
2605
b c d e Organic reactions b c d e b c d e b c d e b c d e b c d e
2606
b c d e Carbohydrates, proteins, and lipids b c d e b c d e b c d e b c d e b c d e
Memorize Conduct
<none> Nuclear Chemistry Understanding of Make
Formulas Procedures
2701
b c d e Nuclear structure b c d e b c d e b c d e b c d e b c d e
2702
b c d e Nuclear equations b c d e b c d e b c d e b c d e b c d e
2703
b c d e Fission b c d e b c d e b c d e b c d e b c d e
2704
b c d e Radioactivity b c d e b c d e b c d e b c d e b c d e
2705
b c d e Half-life b c d e b c d e b c d e b c d e b c d e
2706
b c d e Fusion b c d e b c d e b c d e b c d e b c d e
Thank you for your participation in this survey.

Please provide the following information:
(Note: Your personal information will be kept confidential.)
Name:
Email address:
(required for on-line access to individual results)
District:
School:
Date:
Providing your name and email address will allow you to gain access to your
individual results along with results for your school and/or district.

K12 Sci Survey

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

K12 Sci Survey

Uploaded by

Copyright:

Available Formats

Council of Chief State School Officers

Wisconsin Center for Education Research

SURVEYS OF ENACTED CURRICULUM ©

Survey Of Instructional Practices

Instructions for Selecting the Target Class

Survey of Instructional Practices

e Self-Contained (e.g., teach multiple subjects)

2 If your school is departmentalized, or you are a b c d e f g h i

d General Science i Chemistry

e Life Science j Physics

5 How many students are in the target class? b 10 or fewer e 21 to 25

7 What percentage of the students in the target b c d e f g h i j k

8 During a typical week, approximately how

d 41 to 50 minutes h Varies due to block

10 For how many weeks will the target science

11 What is the achievement level of most of the

e Low achievement levels

f Mixed achievement levels

12 What percentage of students in the target b c d e f

13 What is considered most in scheduling b Ability or prior achievement e Parent request

homework done outside of class do you expect them to:

AMOUNT OF INSTRUCTIONAL TIME

26 Read about science in books, magazines, or articles (not textbooks) b c d e f

27 Work individually on science assignments b c d e f

28 Write about science in a report or paper on science topics b c d e f

29 Do a laboratory activity, investigation, or experiment b c d e f

30 Watch the teacher demonstrate a scientific phenomenon b c d e f

31 Collect data (other than laboratory activities) b c d e f

36 Take a quiz or test b c d e f

AMOUNT OF INSTRUCTIONAL TIME (in laboratory activities, investigations ,or experiments)

37 Make educated guesses, predictions, or hypotheses b c d e f

38 Follow step-by-step directions b c d e f

39 Use science equipment or measuring tools b c d e f

41 Change a variable in an experiment to test a hypothesis b c d e f

42 Organize and display information in tables or graphs b c d e f

43 Analyze and interpret science data b c d e f

49 Work on an assignment, report, or project over an extended period of b c d e f

about science from books, magazines, computers, or other

sources (other than laboratory activities), how much of that time

64 Short answer (e.g., fill-in-the-blank) b c d e f

67 Individual or group demonstration or presentation b c d e f

73 Textbook or instructional materials b c d e f g

78 Students' special needs b c d e f g

Never Rarely Sometimes Often

112 Led group discussions b c d e

114 Reviewed student work or scored assessments b c d e

117 Received coaching or mentoring in the classroom b c d e

118 Given a lecture or presentation to colleagues b c d e

Never Rarely Sometimes Often

120 Consistent with your science department or grade-

121 Consistent with your own goals for your professional

122 Built on what you had learned in earlier professional

129 Alignment of science instruction to curriculum b c d e

132 Study of how children learn particular topics in science b c d e

133 Individual differences in student learning b c d e

135 Classroom science assessment (e.g., diagnostic approaches,

136 State or district science assessment (e.g., preparing, understanding,

137 Interpretation of assessment data for use in science instruction b c d e

138 Technology to support student learning in science b c d e

140 Please indicate your ethnicity/race. c American Indian or Alaska Native

145 If applicable, what was your major c Elementary Education

147 Biology/Life Science b c d e f g h i j k