Change in Science Teaching Effectiveness
Dear teacher,
This instrument seeks to understand how the International Competition “Youth in Action for DAYLIGHTING RIVERS" has changed if any, your teaching preferences in the teaching of science subjects at a particular grade level. The instrument contains a number of statements. You will be asked what you think about these statements. Please evaluate each statement considering the degree to which it applies to your teaching (Almost never to Almost always).
Please be aware that there are no right or wrong answers. Your opinion is what we are looking for.
Also, note that the following information will be kept strictly confidential and that providing us with your personal data is voluntary.
Thank you for your participation.

Daylighting Rivers Team
Email address *
Your school is... *
Your teaching major is... *
Please select the response that best describes the change, if any, in your teaching approach now, compared to your approach before participating in the International Competition “Youth in Action for DAYLIGHTING RIVERS". *
1- Almost never compared to before
2- Less frequently than before
3- No change
4- More frequently than before
5- Almost always compared to before
1. I guide my students to use experimental data to explore patterns leading to conclusions
2. My students and I discuss and create scientific questions together which my students then attempt to answer
3. I give my students step by step instructions to allow them to develop conclusions from their investigations
4. I guide my students to consider their scientific results when making decisions on socio-scientific issues
5. My students use data to develop patterns and draw conclusions by themselves
6. I give my students step-by-step instructions so that they can conduct investigations
7. I guide my students on identifying the variables to be controlled in an investigation
8. I help my students to develop hypotheses about the solution to a scientific problem
9. I guide my students to think about the relevant literature and other resources they need to find to develop their investigations
10. My students design their own procedures for undertaking studies
11. My students develop their own conclusions from their investigations
12. My students determine which data to collect for their investigations
13. My students propose and use scientific evidence to evaluate risks such as those related to environmental or health related issues
14. I guide my students on how to collect data to solve a scientific problem
15. I tell my students the variables they need to control in undertaking their investigations
16. I provide my students with the relevant literature and other resources to develop their plans for investigations
17. My students are given opportunities to develop their own hypotheses aligned with scientific questions
18. I give my students step-by-step instructions for obtaining data/making observations
19. I provide my students with a hypothesis which the students test through investigations
20. My students are given opportunities to create scientific questions as part of teaching
21. I undertake to interpret the data collected by my students and ask them to make a record
22. I guide my students to plan investigation procedures
23. I guide my students to develop conclusions to scientific evidence
24. I supply scientific questions to be answered by my students
25. My students find related literature and resources by themselves to develop their investigations
26. My students identify the variables that they need to control in carrying out investigations
27. I provide guidelines for students to relate the results of their investigations to make decisions about socio-scientific issues
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