Environmental Education in the Curriculum

Teacher survey

Dear Teacher,

This is an anonymous questionnaire addressed to preschool and primary schools teachers, which we would like to kindly encourage you to fill it in. This survey is a part of the “Empowering Teachers and Pupils for a Better Life through Nature” project funded under ERASMUS+, whereby new teaching materials will be created and made available to all interested teachers for free. The results of this questionnaire will help us to adjust these resources to meet the actual needs and expectations of you and your pupils.

Thank you.

Question Title

* 1. What age range do you teach? (This survey is open only to pre-school and primary school teachers)

Pre-school

Primary school

Question Title

* 2. How many people live in the the town/region where your school is located?

Fewer than 5,000 residents

5,000 to 20,000 residents

20,000 to 100,000 residents

More than 100,000 residents

Question Title

* 3. What importance, do you personally think, is given to environmental education in the curriculum for children aged 3-9 years?

Unimportant

Not very important

Somewhat important

Important

Very important

Unimportant

Not very important

Somewhat important

Important

Very important

Question Title

* 4. What issues connected with birds do you present to pupils during your classes? Please indicate examples of specific species.

	Spelling of the name	Appearance and shape	Life cycle (laying of eggs, construction of nest, way of feeding)	Life, environment and food	Migration (wintering, flyways)	Protection of the species
Robin	Robin Spelling of the name	Robin Appearance and shape	Robin Life cycle (laying of eggs, construction of nest, way of feeding)	Robin Life, environment and food	Robin Migration (wintering, flyways)	Robin Protection of the species
Blackbird	Blackbird Spelling of the name	Blackbird Appearance and shape	Blackbird Life cycle (laying of eggs, construction of nest, way of feeding)	Blackbird Life, environment and food	Blackbird Migration (wintering, flyways)	Blackbird Protection of the species
Blue Tit	Blue Tit Spelling of the name	Blue Tit Appearance and shape	Blue Tit Life cycle (laying of eggs, construction of nest, way of feeding)	Blue Tit Life, environment and food	Blue Tit Migration (wintering, flyways)	Blue Tit Protection of the species
Magpie	Magpie Spelling of the name	Magpie Appearance and shape	Magpie Life cycle (laying of eggs, construction of nest, way of feeding)	Magpie Life, environment and food	Magpie Migration (wintering, flyways)	Magpie Protection of the species
Chaffinch	Chaffinch Spelling of the name	Chaffinch Appearance and shape	Chaffinch Life cycle (laying of eggs, construction of nest, way of feeding)	Chaffinch Life, environment and food	Chaffinch Migration (wintering, flyways)	Chaffinch Protection of the species
Great Tit	Great Tit Spelling of the name	Great Tit Appearance and shape	Great Tit Life cycle (laying of eggs, construction of nest, way of feeding)	Great Tit Life, environment and food	Great Tit Migration (wintering, flyways)	Great Tit Protection of the species
House Sparrow	House Sparrow Spelling of the name	House Sparrow Appearance and shape	House Sparrow Life cycle (laying of eggs, construction of nest, way of feeding)	House Sparrow Life, environment and food	House Sparrow Migration (wintering, flyways)	House Sparrow Protection of the species
Coal Tit	Coal Tit Spelling of the name	Coal Tit Appearance and shape	Coal Tit Life cycle (laying of eggs, construction of nest, way of feeding)	Coal Tit Life, environment and food	Coal Tit Migration (wintering, flyways)	Coal Tit Protection of the species
Goldfinch	Goldfinch Spelling of the name	Goldfinch Appearance and shape	Goldfinch Life cycle (laying of eggs, construction of nest, way of feeding)	Goldfinch Life, environment and food	Goldfinch Migration (wintering, flyways)	Goldfinch Protection of the species
Wren	Wren Spelling of the name	Wren Appearance and shape	Wren Life cycle (laying of eggs, construction of nest, way of feeding)	Wren Life, environment and food	Wren Migration (wintering, flyways)	Wren Protection of the species
Thrush	Thrush Spelling of the name	Thrush Appearance and shape	Thrush Life cycle (laying of eggs, construction of nest, way of feeding)	Thrush Life, environment and food	Thrush Migration (wintering, flyways)	Thrush Protection of the species
Rook	Rook Spelling of the name	Rook Appearance and shape	Rook Life cycle (laying of eggs, construction of nest, way of feeding)	Rook Life, environment and food	Rook Migration (wintering, flyways)	Rook Protection of the species
Jackdaw	Jackdaw Spelling of the name	Jackdaw Appearance and shape	Jackdaw Life cycle (laying of eggs, construction of nest, way of feeding)	Jackdaw Life, environment and food	Jackdaw Migration (wintering, flyways)	Jackdaw Protection of the species
Woodpigeon	Woodpigeon Spelling of the name	Woodpigeon Appearance and shape	Woodpigeon Life cycle (laying of eggs, construction of nest, way of feeding)	Woodpigeon Life, environment and food	Woodpigeon Migration (wintering, flyways)	Woodpigeon Protection of the species
Cuckoo	Cuckoo Spelling of the name	Cuckoo Appearance and shape	Cuckoo Life cycle (laying of eggs, construction of nest, way of feeding)	Cuckoo Life, environment and food	Cuckoo Migration (wintering, flyways)	Cuckoo Protection of the species
Puffin	Puffin Spelling of the name	Puffin Appearance and shape	Puffin Life cycle (laying of eggs, construction of nest, way of feeding)	Puffin Life, environment and food	Puffin Migration (wintering, flyways)	Puffin Protection of the species
Kingfisher	Kingfisher Spelling of the name	Kingfisher Appearance and shape	Kingfisher Life cycle (laying of eggs, construction of nest, way of feeding)	Kingfisher Life, environment and food	Kingfisher Migration (wintering, flyways)	Kingfisher Protection of the species
Swift	Swift Spelling of the name	Swift Appearance and shape	Swift Life cycle (laying of eggs, construction of nest, way of feeding)	Swift Life, environment and food	Swift Migration (wintering, flyways)	Swift Protection of the species
Swallow	Swallow Spelling of the name	Swallow Appearance and shape	Swallow Life cycle (laying of eggs, construction of nest, way of feeding)	Swallow Life, environment and food	Swallow Migration (wintering, flyways)	Swallow Protection of the species
Goose	Goose Spelling of the name	Goose Appearance and shape	Goose Life cycle (laying of eggs, construction of nest, way of feeding)	Goose Life, environment and food	Goose Migration (wintering, flyways)	Goose Protection of the species

Question Title

* 5. How interested are your pupils in the tasks listed below?

	Not interested	Very low level of interest	Slightly interested	Quite interested	Interested	Very interested
Filling in work sheets	Filling in work sheets Not interested	Filling in work sheets Very low level of interest	Filling in work sheets Slightly interested	Filling in work sheets Quite interested	Filling in work sheets Interested	Filling in work sheets Very interested
Outdoor observation of nature	Outdoor observation of nature Not interested	Outdoor observation of nature Very low level of interest	Outdoor observation of nature Slightly interested	Outdoor observation of nature Quite interested	Outdoor observation of nature Interested	Outdoor observation of nature Very interested
Contests and team games	Contests and team games Not interested	Contests and team games Very low level of interest	Contests and team games Slightly interested	Contests and team games Quite interested	Contests and team games Interested	Contests and team games Very interested
Watching photos and images	Watching photos and images Not interested	Watching photos and images Very low level of interest	Watching photos and images Slightly interested	Watching photos and images Quite interested	Watching photos and images Interested	Watching photos and images Very interested
Watching short films	Watching short films Not interested	Watching short films Very low level of interest	Watching short films Slightly interested	Watching short films Quite interested	Watching short films Interested	Watching short films Very interested
Creating picture stories	Creating picture stories Not interested	Creating picture stories Very low level of interest	Creating picture stories Slightly interested	Creating picture stories Quite interested	Creating picture stories Interested	Creating picture stories Very interested
Colouring in pictures	Colouring in pictures Not interested	Colouring in pictures Very low level of interest	Colouring in pictures Slightly interested	Colouring in pictures Quite interested	Colouring in pictures Interested	Colouring in pictures Very interested
Painting pictures of birds	Painting pictures of birds Not interested	Painting pictures of birds Very low level of interest	Painting pictures of birds Slightly interested	Painting pictures of birds Quite interested	Painting pictures of birds Interested	Painting pictures of birds Very interested
Watching exhibits	Watching exhibits Not interested	Watching exhibits Very low level of interest	Watching exhibits Slightly interested	Watching exhibits Quite interested	Watching exhibits Interested	Watching exhibits Very interested
Carrying out experiments	Carrying out experiments Not interested	Carrying out experiments Very low level of interest	Carrying out experiments Slightly interested	Carrying out experiments Quite interested	Carrying out experiments Interested	Carrying out experiments Very interested
Enacting scenes	Enacting scenes Not interested	Enacting scenes Very low level of interest	Enacting scenes Slightly interested	Enacting scenes Quite interested	Enacting scenes Interested	Enacting scenes Very interested
Board games	Board games Not interested	Board games Very low level of interest	Board games Slightly interested	Board games Quite interested	Board games Interested	Board games Very interested
Puzzles	Puzzles Not interested	Puzzles Very low level of interest	Puzzles Slightly interested	Puzzles Quite interested	Puzzles Interested	Puzzles Very interested
Regular observation during breeding season	Regular observation during breeding season Not interested	Regular observation during breeding season Very low level of interest	Regular observation during breeding season Slightly interested	Regular observation during breeding season Quite interested	Regular observation during breeding season Interested	Regular observation during breeding season Very interested
PC/mobile games	PC/mobile games Not interested	PC/mobile games Very low level of interest	PC/mobile games Slightly interested	PC/mobile games Quite interested	PC/mobile games Interested	PC/mobile games Very interested

Question Title

* 6. What materials are contained in your classroom’s collection of nature exhibits?

Feathers

Eggshells

Nests

Leg rings from birds

Stuffed birds

A live bird (e.g., a Canary)

Photos/images of birds

Bird books

Bird videos

Bird sounds

None

Other (please specify)

Question Title

* 7. Which of the objects listed below can be found near your school?

Bird feeders

Nest boxes

Trees or bushes with berries

Sunflowers or other flowers popular with birds

Water containers for birds / bird-baths

Hedgerows

None

Other things which would encourage birds to stay in the area (please specify)

Question Title

* 8. How often do you implement elements of environmental education into classes/activities with your pupils?

	Never	Very seldom	Seldom	Reasonably often	Often	Very often
In the framework of separate, specially prepared classes	In the framework of separate, specially prepared classes Never	In the framework of separate, specially prepared classes Very seldom	In the framework of separate, specially prepared classes Seldom	In the framework of separate, specially prepared classes Reasonably often	In the framework of separate, specially prepared classes Often	In the framework of separate, specially prepared classes Very often
As part of classes dedicated to other tasks (reading, writing, mathematics, art, etc.)	As part of classes dedicated to other tasks (reading, writing, mathematics, art, etc.) Never	As part of classes dedicated to other tasks (reading, writing, mathematics, art, etc.) Very seldom	As part of classes dedicated to other tasks (reading, writing, mathematics, art, etc.) Seldom	As part of classes dedicated to other tasks (reading, writing, mathematics, art, etc.) Reasonably often	As part of classes dedicated to other tasks (reading, writing, mathematics, art, etc.) Often	As part of classes dedicated to other tasks (reading, writing, mathematics, art, etc.) Very often
During open talks and discussions	During open talks and discussions Never	During open talks and discussions Very seldom	During open talks and discussions Seldom	During open talks and discussions Reasonably often	During open talks and discussions Often	During open talks and discussions Very often
As a part of required reading	As a part of required reading Never	As a part of required reading Very seldom	As a part of required reading Seldom	As a part of required reading Reasonably often	As a part of required reading Often	As a part of required reading Very often
In short drama scenes	In short drama scenes Never	In short drama scenes Very seldom	In short drama scenes Seldom	In short drama scenes Reasonably often	In short drama scenes Often	In short drama scenes Very often
As days of environmental projects	As days of environmental projects Never	As days of environmental projects Very seldom	As days of environmental projects Seldom	As days of environmental projects Reasonably often	As days of environmental projects Often	As days of environmental projects Very often
During school events	During school events Never	During school events Very seldom	During school events Seldom	During school events Reasonably often	During school events Often	During school events Very often
In contests	In contests Never	In contests Very seldom	In contests Seldom	In contests Reasonably often	In contests Often	In contests Very often

Question Title

* 9. What is your class/school currently doing to help nature? How would you describe the level of your pupils’ engagement?

	None	Very little	Little	Moderate	High	Very high
Participation in actions and environmental contests organized by your school/kindergarten	Participation in actions and environmental contests organized by your school/kindergarten None	Participation in actions and environmental contests organized by your school/kindergarten Very little	Participation in actions and environmental contests organized by your school/kindergarten Little	Participation in actions and environmental contests organized by your school/kindergarten Moderate	Participation in actions and environmental contests organized by your school/kindergarten High	Participation in actions and environmental contests organized by your school/kindergarten Very high
Participation in out-of-school actions	Participation in out-of-school actions None	Participation in out-of-school actions Very little	Participation in out-of-school actions Little	Participation in out-of-school actions Moderate	Participation in out-of-school actions High	Participation in out-of-school actions Very high
Installing nest boxes and/or bird feeders	Installing nest boxes and/or bird feeders None	Installing nest boxes and/or bird feeders Very little	Installing nest boxes and/or bird feeders Little	Installing nest boxes and/or bird feeders Moderate	Installing nest boxes and/or bird feeders High	Installing nest boxes and/or bird feeders Very high
Recycling	Recycling None	Recycling Very little	Recycling Little	Recycling Moderate	Recycling High	Recycling Very high
Cleaning up the neighbourhood	Cleaning up the neighbourhood None	Cleaning up the neighbourhood Very little	Cleaning up the neighbourhood Little	Cleaning up the neighbourhood Moderate	Cleaning up the neighbourhood High	Cleaning up the neighbourhood Very high

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* 10. How often do you conduct nature-related outdoor classes (for a group of pupils)?

Very often (10 or more outings in one school year)

Often (7-9 outings)

Sometimes (4-6 outings)

Seldom (1-3 outings)

Not at all (if so, why not?)

Question Title

* 11. How often do the children do following activities during your environmental outdoor classes?

	Never	Very seldom	Seldom	Moderately often	Often	Very often
Walking	Walking Never	Walking Very seldom	Walking Seldom	Walking Moderately often	Walking Often	Walking Very often
Making observations in accordance with teacher’s verbal guidelines	Making observations in accordance with teacher’s verbal guidelines Never	Making observations in accordance with teacher’s verbal guidelines Very seldom	Making observations in accordance with teacher’s verbal guidelines Seldom	Making observations in accordance with teacher’s verbal guidelines Moderately often	Making observations in accordance with teacher’s verbal guidelines Often	Making observations in accordance with teacher’s verbal guidelines Very often
Solving problems according to text or image instructions	Solving problems according to text or image instructions Never	Solving problems according to text or image instructions Very seldom	Solving problems according to text or image instructions Seldom	Solving problems according to text or image instructions Moderately often	Solving problems according to text or image instructions Often	Solving problems according to text or image instructions Very often
Making drawings and/or notes	Making drawings and/or notes Never	Making drawings and/or notes Very seldom	Making drawings and/or notes Seldom	Making drawings and/or notes Moderately often	Making drawings and/or notes Often	Making drawings and/or notes Very often
Collecting exhibits and nature objects	Collecting exhibits and nature objects Never	Collecting exhibits and nature objects Very seldom	Collecting exhibits and nature objects Seldom	Collecting exhibits and nature objects Moderately often	Collecting exhibits and nature objects Often	Collecting exhibits and nature objects Very often
Making simple measurements	Making simple measurements Never	Making simple measurements Very seldom	Making simple measurements Seldom	Making simple measurements Moderately often	Making simple measurements Often	Making simple measurements Very often

Question Title

* 12. How would you judge your level of confidence when it comes to teaching about environmental issues?

	I feel confident	I don't feel confident
General knowledge of common bird species	General knowledge of common bird species I feel confident	General knowledge of common bird species I don't feel confident
Knowledge about birds’ environment and ecology	Knowledge about birds’ environment and ecology I feel confident	Knowledge about birds’ environment and ecology I don't feel confident
Knowledge about nature protection and endangered species	Knowledge about nature protection and endangered species I feel confident	Knowledge about nature protection and endangered species I don't feel confident
Knowledge about the life cycle and migration of common bird species	Knowledge about the life cycle and migration of common bird species I feel confident	Knowledge about the life cycle and migration of common bird species I don't feel confident
Weaving elements of environmental education into various subjects (e.g. spelling, mathematics)	Weaving elements of environmental education into various subjects (e.g. spelling, mathematics) I feel confident	Weaving elements of environmental education into various subjects (e.g. spelling, mathematics) I don't feel confident
Preparation and organisation of outdoor classes for children	Preparation and organisation of outdoor classes for children I feel confident	Preparation and organisation of outdoor classes for children I don't feel confident
Conducting your own long-term nature observations	Conducting your own long-term nature observations I feel confident	Conducting your own long-term nature observations I don't feel confident
Implementing your own projects concerning environmental education	Implementing your own projects concerning environmental education I feel confident	Implementing your own projects concerning environmental education I don't feel confident
Teaching skills with reference to environmental education	Teaching skills with reference to environmental education I feel confident	Teaching skills with reference to environmental education I don't feel confident
Novel research into education issues	Novel research into education issues I feel confident	Novel research into education issues I don't feel confident

Question Title

* 13. What sort of teaching materials would you find most useful?

Various forms of activities for children that you can pull together in lessons

Proposals of complete lessons/classes

Sets of lessons/classes for each season

Sets of lessons/classes for each biotope (forests, fields, wetlands, etc.)

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* 14. What should ideal teaching materials include in order to support you in preparation of environmental classes? Please choose as many options as you wish.

Basic information about species and biotopes

Interesting facts and stories about the lives of species

Guidelines and guides to learn to identify some typical bird species

Information about nest boxes and bird feeders for different species

Presentations showcasing how to solve ecological problems

Short (5-10 min.) films about nature

Games and mobile applications

Materials supporting obtaining key competences

Lesson scenarios

Outdoor activities

Indoor activities

Work sheets for children

Other (please specify)

Question Title

* 15. What would you like to find on the agenda of an environmental education training session for teachers? Please choose as many options as you wish.

Information about birds and their lives

Real problems of nature conservation

New trends and results of scientific research in the field of ornithology

Ways of weaving elements of environmental education into various subjects

Examples of class project work

Examples of indoor games and activities

Examples of outdoor games and activities

Receiving materials for further use

Other (please specify)

Question Title

* 16. What would make the training more attractive for you? Please choose as many options as you wish.

Examples of best practices

Excursions

Outdoor classes

Bird ringing

Hands-on excercises

Teamwork

Receiving a certificate of participation

Other (please specify)