Exit this survey Environmental Impact on Gene Networks Module - Teacher Survey 1. Default Section 50% of survey complete. Question Title * 1. Where is the institution where these materials were used? State/Province: Country: Question Title * 2. How many student groups (different classes) experienced these materials. 1 2 3 4 more than 4 Question Title * 3. How many students (total) experienced this module? <20 21-50 51-75 >75 Question Title * 4. How recently were these materials used? within 1 month within 6 months within 12 months longer than 12 months Question Title * 5. Please choose the best description of how this module was used. After/as part of a genetics unit. Not associated with a genetics unit; please describe how you used this module. Question Title * 6. Please rate the following components of the Gene Networks module. not useful or totally confusing minimally useful somewhat useful generally useful very clear and useful Module web pages format/flow. Module web pages format/flow. not useful or totally confusing Module web pages format/flow. minimally useful Module web pages format/flow. somewhat useful Module web pages format/flow. generally useful Module web pages format/flow. very clear and useful Teacher directions. Teacher directions. not useful or totally confusing Teacher directions. minimally useful Teacher directions. somewhat useful Teacher directions. generally useful Teacher directions. very clear and useful Kit materials. Kit materials. not useful or totally confusing Kit materials. minimally useful Kit materials. somewhat useful Kit materials. generally useful Kit materials. very clear and useful Teacher background information. Teacher background information. not useful or totally confusing Teacher background information. minimally useful Teacher background information. somewhat useful Teacher background information. generally useful Teacher background information. very clear and useful Accommodations. Accommodations. not useful or totally confusing Accommodations. minimally useful Accommodations. somewhat useful Accommodations. generally useful Accommodations. very clear and useful Extension suggestions/activities. Extension suggestions/activities. not useful or totally confusing Extension suggestions/activities. minimally useful Extension suggestions/activities. somewhat useful Extension suggestions/activities. generally useful Extension suggestions/activities. very clear and useful Student directions. Student directions. not useful or totally confusing Student directions. minimally useful Student directions. somewhat useful Student directions. generally useful Student directions. very clear and useful Powerpoint materials. Powerpoint materials. not useful or totally confusing Powerpoint materials. minimally useful Powerpoint materials. somewhat useful Powerpoint materials. generally useful Powerpoint materials. very clear and useful Resource section. Resource section. not useful or totally confusing Resource section. minimally useful Resource section. somewhat useful Resource section. generally useful Resource section. very clear and useful Worksheets. Worksheets. not useful or totally confusing Worksheets. minimally useful Worksheets. somewhat useful Worksheets. generally useful Worksheets. very clear and useful Assessments. Assessments. not useful or totally confusing Assessments. minimally useful Assessments. somewhat useful Assessments. generally useful Assessments. very clear and useful Data tables. Data tables. not useful or totally confusing Data tables. minimally useful Data tables. somewhat useful Data tables. generally useful Data tables. very clear and useful Improvement to any/all? Component you particularly liked? Please be specific, thanks! Question Title * 7. Please estimate the % of students showing preliminary understanding in these areas (as determined by pre-assessment or teacher observation) prior to completing this module. zero-10 11-40 41-79 80 > Scientists use models to represent concepts. Scientists use models to represent concepts. zero-10 Scientists use models to represent concepts. 11-40 Scientists use models to represent concepts. 41-79 Scientists use models to represent concepts. 80 > Scientists develop and use models to make predictions. Scientists develop and use models to make predictions. zero-10 Scientists develop and use models to make predictions. 11-40 Scientists develop and use models to make predictions. 41-79 Scientists develop and use models to make predictions. 80 > Systems thinking. Systems thinking. zero-10 Systems thinking. 11-40 Systems thinking. 41-79 Systems thinking. 80 > Networks. Networks. zero-10 Networks. 11-40 Networks. 41-79 Networks. 80 > Gene expression. Gene expression. zero-10 Gene expression. 11-40 Gene expression. 41-79 Gene expression. 80 > Environmental influence on gene expression. Environmental influence on gene expression. zero-10 Environmental influence on gene expression. 11-40 Environmental influence on gene expression. 41-79 Environmental influence on gene expression. 80 > Scientific process. Scientific process. zero-10 Scientific process. 11-40 Scientific process. 41-79 Scientific process. 80 > Establishing reliability of results. Establishing reliability of results. zero-10 Establishing reliability of results. 11-40 Establishing reliability of results. 41-79 Establishing reliability of results. 80 > Include any comments as needed. Question Title * 8. Please estimate the % of students showing improvement in understanding in the following areas (as determined by summative or post-assessment or teacher observation). zero-10 11-40 41-79 80 > Scientists use models to represent concepts. Scientists use models to represent concepts. zero-10 Scientists use models to represent concepts. 11-40 Scientists use models to represent concepts. 41-79 Scientists use models to represent concepts. 80 > Scientists develop and use models to make predictions. Scientists develop and use models to make predictions. zero-10 Scientists develop and use models to make predictions. 11-40 Scientists develop and use models to make predictions. 41-79 Scientists develop and use models to make predictions. 80 > Systems thinking. Systems thinking. zero-10 Systems thinking. 11-40 Systems thinking. 41-79 Systems thinking. 80 > Networks. Networks. zero-10 Networks. 11-40 Networks. 41-79 Networks. 80 > Gene expression. Gene expression. zero-10 Gene expression. 11-40 Gene expression. 41-79 Gene expression. 80 > Environmental influence on gene expression. Environmental influence on gene expression. zero-10 Environmental influence on gene expression. 11-40 Environmental influence on gene expression. 41-79 Environmental influence on gene expression. 80 > Scientific process. Scientific process. zero-10 Scientific process. 11-40 Scientific process. 41-79 Scientific process. 80 > Establishing reliability of results. Establishing reliability of results. zero-10 Establishing reliability of results. 11-40 Establishing reliability of results. 41-79 Establishing reliability of results. 80 > Please describe if % is below 80. Question Title * 9. Please indicate your impression of student engagement during this module. most not engaged about half of group engaged about 3/4 of group engaged most engaged N/A or did not present to students Pre-assessment. Pre-assessment. most not engaged Pre-assessment. about half of group engaged Pre-assessment. about 3/4 of group engaged Pre-assessment. most engaged Pre-assessment. N/A or did not present to students Introductory PPT. Introductory PPT. most not engaged Introductory PPT. about half of group engaged Introductory PPT. about 3/4 of group engaged Introductory PPT. most engaged Introductory PPT. N/A or did not present to students Research and planning. Research and planning. most not engaged Research and planning. about half of group engaged Research and planning. about 3/4 of group engaged Research and planning. most engaged Research and planning. N/A or did not present to students Working with lab materials. Working with lab materials. most not engaged Working with lab materials. about half of group engaged Working with lab materials. about 3/4 of group engaged Working with lab materials. most engaged Working with lab materials. N/A or did not present to students Purple Membrane Simulation. Purple Membrane Simulation. most not engaged Purple Membrane Simulation. about half of group engaged Purple Membrane Simulation. about 3/4 of group engaged Purple Membrane Simulation. most engaged Purple Membrane Simulation. N/A or did not present to students Jigsaw (homology data, etc). Jigsaw (homology data, etc). most not engaged Jigsaw (homology data, etc). about half of group engaged Jigsaw (homology data, etc). about 3/4 of group engaged Jigsaw (homology data, etc). most engaged Jigsaw (homology data, etc). N/A or did not present to students Post-assessment. Post-assessment. most not engaged Post-assessment. about half of group engaged Post-assessment. about 3/4 of group engaged Post-assessment. most engaged Post-assessment. N/A or did not present to students Extension(s). Extension(s). most not engaged Extension(s). about half of group engaged Extension(s). about 3/4 of group engaged Extension(s). most engaged Extension(s). N/A or did not present to students Please describe if engagement less than 75%. Next
