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K-5 SITE Science Facilitators Institute Participant Survey

August 1 - August 5, 2016

Location: Grigg Hall, UNC Charlotte Campus Campus Map

Check all that apply

Does your school have a written statement of goals and objectives which describes what your pupils should be learning in science?
Does your school have a written curriculum plan which describes planned, coordinated, and sequential science experiences for all grade levels, K-6 or K-12?
Is there a balanced emphasis in the curriculum among the life sciences, earth sciences, physical sciences, technology, and personal and social implications of science?
Do you and your teachers have ready and easy access to petty cash funds for consumable and perishable science materials which can best be purchased locally?
Does the school budget include funds for staff development in science, e.g. consultants for local science inservice programs, staff travel to science conferences, and teacher attendance at science conventions?
Have parents been made aware of your school science program by activities such as parent-teacher meetings which involve parents in science activities and science fairs to which the public has been invited, or by publicity in school or community news media?
Do teachers have opportunities to identify science standards appropriate for their grade levels, to learn new science teaching techniques, try out newly-adopted science curriculum materials, and participate in activities similar to those their pupils will be doing before they are expected to use them in their own classroom?
Are children regularly assessed to determine if they are acquiring competency in the science processes, knowledge, and attitudes specified in the statements of standards and objectives?
Do you feel comfortable training/teaching other teachers at your school in science content and instructional strategies?
Do teachers regularly use a variety of teaching methods such as group investigations, hands-on, minds-on activities, discussions, multimedia instruction, reading, role playing or simulations, game playing, writing, small group projects, lecturing, and individualized instruction?
Are all teachers who are supposed to teach science actually teaching it for the allotted times?
When you talk with children about science, do they display positive attitudes?
Do students participate freely in discussions of science-related activities and topics, often expressing detailed descriptions of their observations and ideas?
Do you believe that students enter your classroom with science misconceptions? If so, do you feel equipped with the knowledge of how to address the misconceptions through instructional strategies?
Does it appear that science supplies and materials are refurbished or replaced on a regular basis?
Is there a reordering procedure that is utilized to replace expendable items?
Is there adequate storage space for science supplies, equipment, and materials?
Do the classrooms include running water, sinks, and electrical outlets?
Do children’s science experiences extend beyond the classrooms to the neighborhood of the school, which may include Science Olympiad, Science & Engineering Fair, Robotics, Engineering is Elementary, Camp Invention, Community Gardens, Discovery Place, Outdoor Science Classrooms, Other?
Refer to your school website for information on information for policies and plans