Exit this survey MW Thermodynamics Participant Experiences Modeling Thermodynamics WorkshopSurvey of Participant Experiences2016 Question Title * 1. Name: Question Title * 2. Date (month and year): Question Title * 3. School: Question Title * 4. # of year's you have taught physics Question Title * 5. Location & year of your Modeling Workshop in mechanics: Question Title * 6. If you have participated in any other Modeling Workshops besides mechanics, please list the titles, durations (approximate number of contact hours) and years. Question Title * 7. Content area/specialization of your college degree: (please select one) Physics Biology Chemistry Other Science Engineering Mathematics Liberal Arts Business Question Title * 8. What physics courses did you use Modeling Instruction in, last year? (select all that apply) 9th grade regular 9th grade honors technical conceptual regular (algebra-based) honors (trig-based) AP-1 AP-C other 2nd year.(please describe) This survey will assist the Modeling Instruction Program staff to evaluate the project.Please answer all questions based on your experience during the past academic year. Write N/A next to any question that doesn’t apply to your situation. We appreciate your cooperation. Method (Modeling Cycle): Question Title * 9. How often do you ask students to work in groups in your physics class? Regularly Frequently Sometimes Seldom Never N/A Regularly Frequently Sometimes Seldom Never N/A Question Title * 10. How often do you ask different groups to discuss or debate their ideas in class? Regularly Frequently Sometimes Seldom Never N/A Regularly Frequently Sometimes Seldom Never N/A Question Title * 11. How often do you use (student-size) whiteboards? Regularly Frequently Sometimes Seldom Never N/A Regularly Frequently Sometimes Seldom Never N/A Question Title * 12. How often do you lecture (for the majority of the class period)? Regularly Frequently Sometimes Seldom Never N/A Regularly Frequently Sometimes Seldom Never N/A Question Title * 13. How often do you use handouts provided in the Modeling Workshop in mechanics? Regularly Frequently Sometimes Seldom Never N/A Regularly Frequently Sometimes Seldom Never N/A Question Title * 14. How often do you use a standard physics textbook? Regularly Frequently Sometimes Seldom Never N/A Regularly Frequently Sometimes Seldom Never N/A Question Title * 15. How often do you follow the modeling cycle phases of model development and deployment? Regularly Frequently Sometimes Seldom Never N/A Regularly Frequently Sometimes Seldom Never N/A Question Title * 16. How do you rate your own understanding of the instructional modeling cycle? Very Good Good Fairly good Fair Poor N/A Very Good Good Fairly good Fair Poor N/A Question Title * 17. Which of the modeling cycle components referred to above are most helpful for your students (Select all that apply)? Modeling phases Group work Whiteboards Handouts Other: Question Title * 18. What is your students’ overall reaction to the modeling cycle? Very Favorable Favorable Nuetral Not that Favorable Not Favorable at all N/A Very Favorable Favorable Nuetral Not that Favorable Not Favorable at all N/A Question Title * 19. How do you rate your overall implementation of the modeling cycle? Very Good Good Fair Poor Nil N/A Very Good Good Fair Poor Nil N/A Question Title * 20. In your opinion, and with respect to its impact on your students’ understanding of the course materials, how does the modeling cycle compare to traditional lecturing? Much Better Better About the Same Worse Much Worse N/A Much Better Better About the Same Worse Much Worse N/A Question Title * 21. By comparison to what you originally expected, how good was the impact of the modeling cycle on student understanding of physics? Much Better Better About the Same Worse Much Worse N/A Much Better Better About the Same Worse Much Worse N/A Question Title * 22. Comments: Technology: Question Title * 23. Is there standard laboratory equipment in your regular classroom? Yes No Question Title * 24. Is there sufficient laboratory equipment to meet your needs? yes no Question Title * 25. Is your classroom or laboratory equipped with MBL or CBL materials? MBL CBL Neither Question Title * 26. How many computers do you regularly have access to in your classroom/laboratory? 8 or more 6 or 7 4 or 5 1 to 3 None 8 or more 6 or 7 4 or 5 1 to 3 None Question Title * 27. How many students work at each laboratory station (Select all that apply)? One Two Three Four Five or more Question Title * 28. How often do you use computers or graphing calculators in your teaching? Regularly Frequently Sometimes Seldom Never N/A Regularly Frequently Sometimes Seldom Never N/A Question Title * 29. How often do you engage students in experimental activities? Regularly Frequently Sometimes Seldom Never N/A Regularly Frequently Sometimes Seldom Never N/A Question Title * 30. What is your students’ reaction to the use of computers/graphing calculators in their activities? Very Favorable Favorable Nuetral Not that Favorable Not Favorable at all N/A Very Favorable Favorable Nuetral Not that Favorable Not Favorable at all N/A Question Title * 31. In your opinion, and with respect to its impact on your students’ understanding of the course materials, how do MBL/CBL activities compare to traditional laboratory activities? Much Better Better About the Same Worse Much Worse N/A Much Better Better About the Same Worse Much Worse N/A Question Title * 32. By comparison to what you originally expected, how good was the impact of MBL or CBL on student understanding of physics? Much Better Better About the Same Worse Much Worse N/A Much Better Better About the Same Worse Much Worse N/A Question Title * 33. Comments: Model-based Content: Question Title * 34. How well was the Mechanics part of your course structured around basic models? Very Well Good Fair Poor Nil N/A Very Well Good Fair Poor Nil N/A Question Title * 35. How do you rate your own understanding of models and modeling in Mechanics? Very Good Good Fair Poor Nil N/A Very Good Good Fair Poor Nil N/A Question Title * 36. How well were parts of your course other than Mechanics structured around basic models? Very Well Good Fair Poor Nil N/A Very Well Good Fair Poor Nil N/A Question Title * 37. By comparison to last year, how much material were you able to cover this year? Much more More About the same Less Much less N/A Much more More About the same Less Much less N/A Question Title * 38. By comparison to last year, how deep was your coverage of the same materials this year? Much more More About the same Less Much Less N/A Much more More About the same Less Much Less N/A Question Title * 39. What is your students’ reaction to structuring the content of your course around models instead of using the traditional sequence of materials? Very favorable Favorable Nuetral Not that favorable Not favorable at all N/A Very favorable Favorable Nuetral Not that favorable Not favorable at all N/A Question Title * 40. In your opinion, and with respect to its impact on your students’ understanding of the course materials, how does model-based content compare to traditional course content? Much better Better About the same Worse Much Worse N/A Much better Better About the same Worse Much Worse N/A Question Title * 41. By comparison to last year, how good was the impact of model-based content on student understanding of physics this year? Much Better Better About the same Worse Much Worse N/A Much Better Better About the same Worse Much Worse N/A Question Title * 42. Comments: Assessment: Question Title * 43. By comparison to last year, how did your students do on your exams this year? Much Better Better About the same Worse Much Worse N/A Much Better Better About the same Worse Much Worse N/A Question Title * 44. By comparison to last year, how well did your students do this year on national, state or other regional exams? Much Better Better About the same Worse Much worse N/A Much Better Better About the same Worse Much worse N/A Question Title * 45. How often do you assign practicums or special long term projects? Regularly Frequently Sometimes Seldom Never N/A Regularly Frequently Sometimes Seldom Never N/A Question Title * 46. If applicable, how did students do this year on such projects by comparison to previous years? Much Better Better About the same Worse Much Worse N/A Much Better Better About the same Worse Much Worse N/A Question Title * 47. How often do you use non-traditional assessment means like journals or portfolios? Regularly Frequently Sometimes Seldom Never N/A Regularly Frequently Sometimes Seldom Never N/A Question Title * 48. If applicable, how did students perform this year on such means by comparison to previous years? Much Better Better About the same Worse Much Worse N/A Much Better Better About the same Worse Much Worse N/A Question Title * 49. How serious were your students in taking the FCI? Very Serious Serious enough A little serious Not serious at all I do not know N/A Very Serious Serious enough A little serious Not serious at all I do not know N/A Question Title * 50. How serious were your students in taking the VASS? (if they didn’t take it, leave blank) Very serious Serious enough A little serious Not at all serious I do not know N/A Very serious Serious enough A little serious Not at all serious I do not know N/A Question Title * 51. How serious were your students when they took the Lawson Classroom Test of Scientific Reasoning? (if they did not take this test you may leave this question blank) very serious serious enough a little serious not serious at all I do not know NA Question Title * 52. Comments: Classes: Question Title * 53. What type(s) of physics courses did you teach this year? Regular Honors AP Technical Other (please specify) Question Title * 54. If applicable, which of these courses benefited the most from the modeling approach (Select all that apply)? Regular Honors AP Technical Other (please specify) Question Title * 55. By comparison to last year, what was the level of competence your students started at, this year? Much better Better About the same Worse Much worse N/A Much better Better About the same Worse Much worse N/A Question Title * 56. Comments: School Environment: Question Title * 57. How supportive is your school administration of the modeling approach? Very well Good Fair Poor Nil N/A Very well Good Fair Poor Nil N/A Question Title * 58. How supportive are your peers at school of the modeling approach? Very well Good Fair Poor Nil N/A Very well Good Fair Poor Nil N/A Question Title * 59. How good is the cooperation among physics teachers in your school district? Very good Good Fair Poor Nil N/A Very good Good Fair Poor Nil N/A Question Title * 60. Did you have any class interruption this year? If so, please explain in comments below. Yes No Question Title * 61. Comments: Question Title * 62. Which of the following three categories best reflects the socioeconomic status of your school? Upper Income/Advantaged Middle Income Low Income/Disadvantaged Question Title * 63. Comments: Question Title * 64. Which of the following three categories best reflects the socioeconomic status of your students? Upper Income/Advantaged Middle Income Low Income/Disadvantaged Question Title * 65. Comments: Question Title * 66. Which of the following best describes your approach to grading students with respect to on-going assessment and feedback (homework grades, lab grades, etc.)? (please select one) Grades maximally distinguish student performance (e.g. grading “on a curve”). Grades reflect a pre-set level of performance (e.g. all students could receive an “A” if their work meets a certain standard). Other approach; Please explain below: Question Title * 67. Comments: Done