Teacher questionnaire – Science, Technology, Engineering and Mathematics Education Practices

The questionnaire is addressed to Science, Technology, Engineering and Mathematics (STEM) teachers in secondary education (lower secondary and upper secondary – students aged 10 to over 19), and it aims to collect information about teaching practices in STEM education. The results of the study will be made freely available online before the end of 2018 and included in the Scientix Observatory.
As a STEM teacher, you are invited to complete the questionnaire and provide feedback for at least one of the STEM classes you teach. If you teach more than one STEM class, at the end of the survey you will have the option to provide information about up to three additional STEM classes you teach, by revisiting just the class-specific questions of the survey (Questions 1 to 4).
By class, we mean the specific group of students who attend a specific lesson.
The objective of this questionnaire is to assess the current practices of STEM teachers regarding the way they organise their teaching. More particularly, the questionnaire will investigate areas such as: pedagogical approaches, the type of resources used by teachers and students to facilitate STEM teaching and learning, the use of Information and Communications Technology ( ICT) in the teaching process and the need for specific teacher training. You can also contribute further to this study by opting to be contacted to provide a case study.
Answering this questionnaire should require no more than 20 minutes.

Data collection and processing
The data collected through this survey will be used strictly in line with the objectives defined above.
This questionnaire is supported by Scientix, the community for science education in Europe, and Texas Instruments Education Technology GmbH, and has been developed by EUN Partnership AISBL in collaboration with Deloitte SAS. All anonymous data collected via this survey will be made freely available online (open access).
If they wish, participants can provide their name and email at the end of the survey, only if they are interested in providing follow-up information which would lead to a case study. EUN Partnership AISBL is the controller of this personal data. This information will not be shared outside EUN Partnership AISBL (for example, your name and e-mail address will not be shared with Texas Instruments), will be used only according to the purposes declared and will be deleted at the end of 2018. If you have any questions regarding this survey, please contact Adina Nistor (adina.nistor@eun.org).

🡆 Class-specific information

Please provide information about one STEM class you teach.
If your subject is not listed, please choose the closest option, or in the case of combined subjects, the option which is dominant in the subject taught.

Question Title

* 1. Please provide information about one STEM class you teach.
If your subject is not listed, please choose the closest option, or in the case of combined subjects, the option which is dominant in the subject taught.

Subject taught	Age of the students	How many boys per class?	How many girls per class?	How many lessons/sessions a week do you teach this class?
Class 1
Biology Chemistry Physics Earth sciences Combined Biology and Chemistry Combined Physics and Chemistry Combined Biology and Geology Mathematics Technology ICT (computer use only) ICT (database & network design and administration) ICT (software, applications development & analysis) Engineering (chemical engineering and processes) Engineering (environmental protection technology) Engineering (electricity and energy) Engineering (electronics and automation) Engineering (mechanics and metal trades) Engineering (motor vehicles, ships and aircraft) Engineering (nanotechnology, biotechnology, etc.) Architecture and town planning Building and civil engineering Agriculture, Forestry, Fisheries and Veterinary Medicine Medical diagnostic and treatment technology Integrated STEM Class 1 Subject taught menu	10 – 11 11 – 12 12 – 13 13 – 14 14 – 15 15 – 16 16 – 17 17 – 18 18 – 19 Over 19 Class 1 Age of the students menu	0-5 6-10 11-15 16-20 21-25 >25 Class 1 How many boys per class? menu	0-5 6-10 11-15 16-20 21-25 >25 Class 1 How many girls per class? menu	1 session 2 sessions 3 sessions 4 sessions 5 or more sessions Class 1 How many lessons/sessions a week do you teach this class? menu

Which pedagogical approaches are you using in your STEM teaching for this class and how much?

Question Title

* 2. Which pedagogical approaches are you using in your STEM teaching for this class and how much?

	Class 1
Traditional direct instruction (lessons are focused on the delivery of content by the teacher and the acquisition of content knowledge by the students).	Not at all Very little To some extent A lot Traditional direct instruction (lessons are focused on the delivery of content by the teacher and the acquisition of content knowledge by the students). Class 1 menu
Teaching with experiments (experiments are used in the classroom to explain the subject matter).	Not at all Very little To some extent A lot Teaching with experiments (experiments are used in the classroom to explain the subject matter). Class 1 menu
Project-/Problem-based approach (students are engaged in learning through the investigation of real-world challenges and problems).	Not at all Very little To some extent A lot Project-/Problem-based approach (students are engaged in learning through the investigation of real-world challenges and problems). Class 1 menu
Inquiry-Based Science Education (students design and conduct their own scientific investigations).	Not at all Very little To some extent A lot Inquiry-Based Science Education (students design and conduct their own scientific investigations). Class 1 menu
Collaborative learning (students are involved in joint intellectual efforts with their peers or with their teachers and peers).	Not at all Very little To some extent A lot Collaborative learning (students are involved in joint intellectual efforts with their peers or with their teachers and peers). Class 1 menu
Peer teaching (students are provided with opportunities to teach other students).	Not at all Very little To some extent A lot Peer teaching (students are provided with opportunities to teach other students). Class 1 menu
Flipped classroom (students gain the first exposure to new material outside of class, and then use classroom time to discuss, challenge and apply ideas or knowledge).	Not at all Very little To some extent A lot Flipped classroom (students gain the first exposure to new material outside of class, and then use classroom time to discuss, challenge and apply ideas or knowledge). Class 1 menu
Personalised learning (teaching and learning are tailored to meet students’ individual interests and aspirations as well as their learning needs).	Not at all Very little To some extent A lot Personalised learning (teaching and learning are tailored to meet students’ individual interests and aspirations as well as their learning needs). Class 1 menu
Integrated learning (learning brings together content and skills from more than one subject area).	Not at all Very little To some extent A lot Integrated learning (learning brings together content and skills from more than one subject area). Class 1 menu
Differentiated instruction (classroom activities are designed to address a range of learning styles, abilities and readiness).	Not at all Very little To some extent A lot Differentiated instruction (classroom activities are designed to address a range of learning styles, abilities and readiness). Class 1 menu
Summative assessment (student learning is evaluated at the end of an instructional unit and compared against a benchmark or standard).	Not at all Very little To some extent A lot Summative assessment (student learning is evaluated at the end of an instructional unit and compared against a benchmark or standard). Class 1 menu
Formative assessment, including self-assessment (student learning is constantly monitored and ongoing feedback is provided; students are provided with opportunities to reflect on their own learning).	Not at all Very little To some extent A lot Formative assessment, including self-assessment (student learning is constantly monitored and ongoing feedback is provided; students are provided with opportunities to reflect on their own learning). Class 1 menu

To what extent do you use the following aspects of teaching and learning (with or without ICT) when teaching this class?

Question Title

* 3. To what extent do you use the following aspects of teaching and learning (with or without ICT) when teaching this class?

	Class 1
I present and explain scientific ideas to the whole class	Not at all Very little To some extent A lot I present and explain scientific ideas to the whole class Class 1 menu
Students work alone at their own pace	Not at all Very little To some extent A lot Students work alone at their own pace Class 1 menu
Students work on exercises or tasks individually at the same time	Not at all Very little To some extent A lot Students work on exercises or tasks individually at the same time Class 1 menu
I demonstrate a scientific idea to the whole class	Not at all Very little To some extent A lot I demonstrate a scientific idea to the whole class Class 1 menu
Students conduct experiments	Not at all Very little To some extent A lot Students conduct experiments Class 1 menu
Students discuss ideas with other students and the teacher	Not at all Very little To some extent A lot Students discuss ideas with other students and the teacher Class 1 menu
Student make decisions about how they learn	Not at all Very little To some extent A lot Student make decisions about how they learn Class 1 menu
Students conduct their own scientific study and research activities	Not at all Very little To some extent A lot Students conduct their own scientific study and research activities Class 1 menu
Students work in groups, with well-defined tasks	Not at all Very little To some extent A lot Students work in groups, with well-defined tasks Class 1 menu
Students work collaboratively, working together to find solutions to problems	Not at all Very little To some extent A lot Students work collaboratively, working together to find solutions to problems Class 1 menu
Students reflect on their learning	Not at all Very little To some extent A lot Students reflect on their learning Class 1 menu
I support and explain things to individual students	Not at all Very little To some extent A lot I support and explain things to individual students Class 1 menu
I use different types of materials (visual, audio, written) in my classes	Not at all Very little To some extent A lot I use different types of materials (visual, audio, written) in my classes Class 1 menu
I use content from different subjects to explain scientific concepts	Not at all Very little To some extent A lot I use content from different subjects to explain scientific concepts Class 1 menu
I invite other STEM teachers of different disciplines to coordinate our teaching of certain common topics	Not at all Very little To some extent A lot I invite other STEM teachers of different disciplines to coordinate our teaching of certain common topics Class 1 menu
I organise field trips/visits to museums/company visits to contextualise scientific concepts	Not at all Very little To some extent A lot I organise field trips/visits to museums/company visits to contextualise scientific concepts Class 1 menu
Students take tests and assessments	Not at all Very little To some extent A lot Students take tests and assessments Class 1 menu
I give feedback to my students during a learning activity	Not at all Very little To some extent A lot I give feedback to my students during a learning activity Class 1 menu
Students participate in assessing their own work and the work of their peers	Not at all Very little To some extent A lot Students participate in assessing their own work and the work of their peers Class 1 menu
Students give presentations to the whole class	Not at all Very little To some extent A lot Students give presentations to the whole class Class 1 menu
I integrate Arts into my STEM teaching to increase student engagement	Not at all Very little To some extent A lot I integrate Arts into my STEM teaching to increase student engagement Class 1 menu

Which learning resources / materials are you currently using when teaching this class?

Question Title

* 4. Which learning resources / materials are you currently using when teaching this class?

	Class 1
Paper-based materials	Not at all Very little To some extent A lot Paper-based materials Class 1 menu
Audio/video materials	Not at all Very little To some extent A lot Audio/video materials Class 1 menu
Presentations (MS Power Point, Libre Office Impress, Sway…)	Not at all Very little To some extent A lot Presentations (MS Power Point, Libre Office Impress, Sway…) Class 1 menu
Robots	Not at all Very little To some extent A lot Robots Class 1 menu
Sensors, data loggers	Not at all Very little To some extent A lot Sensors, data loggers Class 1 menu
Calculators	Not at all Very little To some extent A lot Calculators Class 1 menu
Graphing calculators	Not at all Very little To some extent A lot Graphing calculators Class 1 menu
Manipulation in an experimental lab	Not at all Very little To some extent A lot Manipulation in an experimental lab Class 1 menu
Web-based or computer-based simulations	Not at all Very little To some extent A lot Web-based or computer-based simulations Class 1 menu
STEM-specific software (e.g. Geogebra, Function Plotter…)	Not at all Very little To some extent A lot STEM-specific software (e.g. Geogebra, Function Plotter…) Class 1 menu
Data sets / Spreadsheets (MS Excel, Libre Office Calc,…)	Not at all Very little To some extent A lot Data sets / Spreadsheets (MS Excel, Libre Office Calc,…) Class 1 menu
Word processors (e.g. MS Word, LibreOffice Write, OneNote, Notepad…)	Not at all Very little To some extent A lot Word processors (e.g. MS Word, LibreOffice Write, OneNote, Notepad…) Class 1 menu
Online collaborative tools (Padlet, Mentimeter, Tricider, Kahoot…)	Not at all Very little To some extent A lot Online collaborative tools (Padlet, Mentimeter, Tricider, Kahoot…) Class 1 menu
Resources published by private companies operating in STEM fields	Not at all Very little To some extent A lot Resources published by private companies operating in STEM fields Class 1 menu
Resources for special needs learners	Not at all Very little To some extent A lot Resources for special needs learners Class 1 menu
Resources for personalised learning	Not at all Very little To some extent A lot Resources for personalised learning Class 1 menu

🡆 Your STEM teaching in general

How do you usually learn about the teaching resources you are using in class?
You can choose more than one answer

Question Title

* 5. How do you usually learn about the teaching resources you are using in class?
You can choose more than one answer

They are shared by the educational authorities in my country

They are shared by my network of peers

I actively search for resources in repositories of educational resources (e.g. Scientix)

I actively search the Web for relevant teaching resources

I subscribe to the information channels of national and international STEM education projects, which are publicly funded (social media, newsletters…)

I subscribe to the information channels of private companies who publish STEM education resources (social media, newsletters…)

Which learning resources / materials would you like to use, but do not have at your disposal?

Question Title

* 6. Which learning resources / materials would you like to use, but do not have at your disposal?

	I will not use	I could use	I need	I absolutely need	Not applicable (I already have)
Robots	Robots I will not use	Robots I could use	Robots I need	Robots I absolutely need	Robots Not applicable (I already have)
Sensors, data loggers	Sensors, data loggers I will not use	Sensors, data loggers I could use	Sensors, data loggers I need	Sensors, data loggers I absolutely need	Sensors, data loggers Not applicable (I already have)
Calculators	Calculators I will not use	Calculators I could use	Calculators I need	Calculators I absolutely need	Calculators Not applicable (I already have)
Graphing calculators	Graphing calculators I will not use	Graphing calculators I could use	Graphing calculators I need	Graphing calculators I absolutely need	Graphing calculators Not applicable (I already have)
Experimental lab	Experimental lab I will not use	Experimental lab I could use	Experimental lab I need	Experimental lab I absolutely need	Experimental lab Not applicable (I already have)
Web-based or computer-based simulations	Web-based or computer-based simulations I will not use	Web-based or computer-based simulations I could use	Web-based or computer-based simulations I need	Web-based or computer-based simulations I absolutely need	Web-based or computer-based simulations Not applicable (I already have)
STEM-specific software (e.g. GeoGebra, Function Plotter, Remote Labs,…)	STEM-specific software (e.g. GeoGebra, Function Plotter, Remote Labs,…) I will not use	STEM-specific software (e.g. GeoGebra, Function Plotter, Remote Labs,…) I could use	STEM-specific software (e.g. GeoGebra, Function Plotter, Remote Labs,…) I need	STEM-specific software (e.g. GeoGebra, Function Plotter, Remote Labs,…) I absolutely need	STEM-specific software (e.g. GeoGebra, Function Plotter, Remote Labs,…) Not applicable (I already have)
Augmented reality/Virtual reality tools (including for example Virtual Labs)	Augmented reality/Virtual reality tools (including for example Virtual Labs) I will not use	Augmented reality/Virtual reality tools (including for example Virtual Labs) I could use	Augmented reality/Virtual reality tools (including for example Virtual Labs) I need	Augmented reality/Virtual reality tools (including for example Virtual Labs) I absolutely need	Augmented reality/Virtual reality tools (including for example Virtual Labs) Not applicable (I already have)
Resources for personalised learning	Resources for personalised learning I will not use	Resources for personalised learning I could use	Resources for personalised learning I need	Resources for personalised learning I absolutely need	Resources for personalised learning Not applicable (I already have)
Resources for special needs learners	Resources for special needs learners I will not use	Resources for special needs learners I could use	Resources for special needs learners I need	Resources for special needs learners I absolutely need	Resources for special needs learners Not applicable (I already have)
Resources published by private companies operating in STEM fields	Resources published by private companies operating in STEM fields I will not use	Resources published by private companies operating in STEM fields I could use	Resources published by private companies operating in STEM fields I need	Resources published by private companies operating in STEM fields I absolutely need	Resources published by private companies operating in STEM fields Not applicable (I already have)

You would like to see more support for schools from private companies operating in STEM fields in:

Question Title

* 7. You would like to see more support for schools from private companies operating in STEM fields in:

	Not at all	Very little	To some extent	A lot
Facilitating company visits	Facilitating company visits Not at all	Facilitating company visits Very little	Facilitating company visits To some extent	Facilitating company visits A lot
Having STEM professionals presenting to pupils in schools (on-site or on-line, via webinars)	Having STEM professionals presenting to pupils in schools (on-site or on-line, via webinars) Not at all	Having STEM professionals presenting to pupils in schools (on-site or on-line, via webinars) Very little	Having STEM professionals presenting to pupils in schools (on-site or on-line, via webinars) To some extent	Having STEM professionals presenting to pupils in schools (on-site or on-line, via webinars) A lot
Offering teacher placements	Offering teacher placements Not at all	Offering teacher placements Very little	Offering teacher placements To some extent	Offering teacher placements A lot
Offering student placements	Offering student placements Not at all	Offering student placements Very little	Offering student placements To some extent	Offering student placements A lot
Making teaching resources available to schools	Making teaching resources available to schools Not at all	Making teaching resources available to schools Very little	Making teaching resources available to schools To some extent	Making teaching resources available to schools A lot
Allowing access to hardware and equipment	Allowing access to hardware and equipment Not at all	Allowing access to hardware and equipment Very little	Allowing access to hardware and equipment To some extent	Allowing access to hardware and equipment A lot
Professional development	Professional development Not at all	Professional development Very little	Professional development To some extent	Professional development A lot
Other financial support	Other financial support Not at all	Other financial support Very little	Other financial support To some extent	Other financial support A lot

🡆 Obstacles to implementing effective STEM teaching

Is your use of STEM teaching affected by the following?

Question Title

* 8. Is your use of STEM teaching affected by the following?

	Not at all	Very little	To some extent	A lot
Insufficient number of computers	Insufficient number of computers Not at all	Insufficient number of computers Very little	Insufficient number of computers To some extent	Insufficient number of computers A lot
Insufficient number of Internet-connected computers	Insufficient number of Internet-connected computers Not at all	Insufficient number of Internet-connected computers Very little	Insufficient number of Internet-connected computers To some extent	Insufficient number of Internet-connected computers A lot
Insufficient Internet bandwidth or speed	Insufficient Internet bandwidth or speed Not at all	Insufficient Internet bandwidth or speed Very little	Insufficient Internet bandwidth or speed To some extent	Insufficient Internet bandwidth or speed A lot
Insufficient number of interactive whiteboards	Insufficient number of interactive whiteboards Not at all	Insufficient number of interactive whiteboards Very little	Insufficient number of interactive whiteboards To some extent	Insufficient number of interactive whiteboards A lot
Insufficient number of portable computers (laptops/notebooks)	Insufficient number of portable computers (laptops/notebooks) Not at all	Insufficient number of portable computers (laptops/notebooks) Very little	Insufficient number of portable computers (laptops/notebooks) To some extent	Insufficient number of portable computers (laptops/notebooks) A lot
School computers out of date and/or needing repair	School computers out of date and/or needing repair Not at all	School computers out of date and/or needing repair Very little	School computers out of date and/or needing repair To some extent	School computers out of date and/or needing repair A lot
Lack of adequate training of teachers	Lack of adequate training of teachers Not at all	Lack of adequate training of teachers Very little	Lack of adequate training of teachers To some extent	Lack of adequate training of teachers A lot
Insufficient technical support for teachers	Insufficient technical support for teachers Not at all	Insufficient technical support for teachers Very little	Insufficient technical support for teachers To some extent	Insufficient technical support for teachers A lot
Insufficient pedagogical support for teachers	Insufficient pedagogical support for teachers Not at all	Insufficient pedagogical support for teachers Very little	Insufficient pedagogical support for teachers To some extent	Insufficient pedagogical support for teachers A lot
Lack of content in national language	Lack of content in national language Not at all	Lack of content in national language Very little	Lack of content in national language To some extent	Lack of content in national language A lot
Lack of pedagogical models on how to teach STEM in an attractive way	Lack of pedagogical models on how to teach STEM in an attractive way Not at all	Lack of pedagogical models on how to teach STEM in an attractive way Very little	Lack of pedagogical models on how to teach STEM in an attractive way To some extent	Lack of pedagogical models on how to teach STEM in an attractive way A lot
School time organisation (fixed lesson time, etc.)	School time organisation (fixed lesson time, etc.) Not at all	School time organisation (fixed lesson time, etc.) Very little	School time organisation (fixed lesson time, etc.) To some extent	School time organisation (fixed lesson time, etc.) A lot
School space organisation (classroom size and furniture, etc)	School space organisation (classroom size and furniture, etc) Not at all	School space organisation (classroom size and furniture, etc) Very little	School space organisation (classroom size and furniture, etc) To some extent	School space organisation (classroom size and furniture, etc) A lot
Pressure to prepare students for exams and tests	Pressure to prepare students for exams and tests Not at all	Pressure to prepare students for exams and tests Very little	Pressure to prepare students for exams and tests To some extent	Pressure to prepare students for exams and tests A lot
Lack of interest of teachers	Lack of interest of teachers Not at all	Lack of interest of teachers Very little	Lack of interest of teachers To some extent	Lack of interest of teachers A lot
Insufficient cross-curricular support from my school colleagues	Insufficient cross-curricular support from my school colleagues Not at all	Insufficient cross-curricular support from my school colleagues Very little	Insufficient cross-curricular support from my school colleagues To some extent	Insufficient cross-curricular support from my school colleagues A lot
No or unclear benefit from using ICT for STEM teaching	No or unclear benefit from using ICT for STEM teaching Not at all	No or unclear benefit from using ICT for STEM teaching Very little	No or unclear benefit from using ICT for STEM teaching To some extent	No or unclear benefit from using ICT for STEM teaching A lot
Using ICT in teaching and learning not a goal in our school	Using ICT in teaching and learning not a goal in our school Not at all	Using ICT in teaching and learning not a goal in our school Very little	Using ICT in teaching and learning not a goal in our school To some extent	Using ICT in teaching and learning not a goal in our school A lot
Administrative constraints in accessing adequate content/material for teaching	Administrative constraints in accessing adequate content/material for teaching Not at all	Administrative constraints in accessing adequate content/material for teaching Very little	Administrative constraints in accessing adequate content/material for teaching To some extent	Administrative constraints in accessing adequate content/material for teaching A lot
Budget constraints in accessing adequate content/material for teaching	Budget constraints in accessing adequate content/material for teaching Not at all	Budget constraints in accessing adequate content/material for teaching Very little	Budget constraints in accessing adequate content/material for teaching To some extent	Budget constraints in accessing adequate content/material for teaching A lot

🡆 Support for STEM teaching

In your country / region, STEM teacher training for teachers in your subject(s) is:

Question Title

* 9. In your country / region, STEM teacher training for teachers in your subject(s) is:

Compulsory

Not compulsory, but recommended

At my own discretion

In the past two school years, have you undertaken professional development of the following type and for how long?

Question Title

* 10. In the past two school years, have you undertaken professional development of the following type and for how long?

	Length	Type
Introductory courses on Internet use and general applications (basic word-processing, spreadsheets, presentations, databases, etc.)	No time at all Less than 1 day 1-3 days 4-6 days More than 6 days Introductory courses on Internet use and general applications (basic word-processing, spreadsheets, presentations, databases, etc.) Length menu	Online Face to face Both Not applicable Introductory courses on Internet use and general applications (basic word-processing, spreadsheets, presentations, databases, etc.) Type menu
Advanced courses on applications (advanced word-processing, complex relational databases, Virtual Learning Environments, etc.)	No time at all Less than 1 day 1-3 days 4-6 days More than 6 days Advanced courses on applications (advanced word-processing, complex relational databases, Virtual Learning Environments, etc.) Length menu	Online Face to face Both Not applicable Advanced courses on applications (advanced word-processing, complex relational databases, Virtual Learning Environments, etc.) Type menu
Advanced courses on Internet use (creating websites/homepage, video conferencing, etc.)	No time at all Less than 1 day 1-3 days 4-6 days More than 6 days Advanced courses on Internet use (creating websites/homepage, video conferencing, etc.) Length menu	Online Face to face Both Not applicable Advanced courses on Internet use (creating websites/homepage, video conferencing, etc.) Type menu
Equipment-specific training (interactive whiteboard, laptop, etc.)	No time at all Less than 1 day 1-3 days 4-6 days More than 6 days Equipment-specific training (interactive whiteboard, laptop, etc.) Length menu	Online Face to face Both Not applicable Equipment-specific training (interactive whiteboard, laptop, etc.) Type menu
Courses on the pedagogical use of ICT in teaching and learning	No time at all Less than 1 day 1-3 days 4-6 days More than 6 days Courses on the pedagogical use of ICT in teaching and learning Length menu	Online Face to face Both Not applicable Courses on the pedagogical use of ICT in teaching and learning Type menu
Subject-specific training on learning applications (tutorials, simulations, etc.)	No time at all Less than 1 day 1-3 days 4-6 days More than 6 days Subject-specific training on learning applications (tutorials, simulations, etc.) Length menu	Online Face to face Both Not applicable Subject-specific training on learning applications (tutorials, simulations, etc.) Type menu
Course on multimedia (using digital video, audio equipment, etc.)	No time at all Less than 1 day 1-3 days 4-6 days More than 6 days Course on multimedia (using digital video, audio equipment, etc.) Length menu	Online Face to face Both Not applicable Course on multimedia (using digital video, audio equipment, etc.) Type menu
Participate in communities (e.g. online: mailing lists, Twitter, blogs; or face to face: working groups, associations…) for professional discussions with other teachers	No time at all Less than 1 day 1-3 days 4-6 days More than 6 days Participate in communities (e.g. online: mailing lists, Twitter, blogs; or face to face: working groups, associations…) for professional discussions with other teachers Length menu	Online Face to face Both Not applicable Participate in communities (e.g. online: mailing lists, Twitter, blogs; or face to face: working groups, associations…) for professional discussions with other teachers Type menu
Personal learning about innovative STEM teaching in your own time	No time at all Less than 1 day 1-3 days 4-6 days More than 6 days Personal learning about innovative STEM teaching in your own time Length menu	Online Face to face Both Not applicable Personal learning about innovative STEM teaching in your own time Type menu
Cooperation with industry for the contextualisation of STEM teaching (joint development of learning resources, placement in industry...)	No time at all Less than 1 day 1-3 days 4-6 days More than 6 days Cooperation with industry for the contextualisation of STEM teaching (joint development of learning resources, placement in industry...) Length menu	Online Face to face Both Not applicable Cooperation with industry for the contextualisation of STEM teaching (joint development of learning resources, placement in industry...) Type menu
Other professional development opportunities related to innovative STEM teaching	No time at all Less than 1 day 1-3 days 4-6 days More than 6 days Other professional development opportunities related to innovative STEM teaching Length menu	Online Face to face Both Not applicable Other professional development opportunities related to innovative STEM teaching Type menu

Do you use a computer / tablet / smartphone and the Internet to update your subject knowledge or undertake personal or professional development in any subject (i.e. whether or not related to the subject you teach)?

Question Title

* 11. Do you use a computer / tablet / smartphone and the Internet to update your subject knowledge or undertake personal or professional development in any subject (i.e. whether or not related to the subject you teach)?

	Not at all	Very little	To some extent	A lot
To actively search for information and update your knowledge (teaching resources, news articles, etc.)	To actively search for information and update your knowledge (teaching resources, news articles, etc.) Not at all	To actively search for information and update your knowledge (teaching resources, news articles, etc.) Very little	To actively search for information and update your knowledge (teaching resources, news articles, etc.) To some extent	To actively search for information and update your knowledge (teaching resources, news articles, etc.) A lot
To undertake professional development courses	To undertake professional development courses Not at all	To undertake professional development courses Very little	To undertake professional development courses To some extent	To undertake professional development courses A lot
To participate in online communities (mailing lists, Twitter, Facebook, blogs…)	To participate in online communities (mailing lists, Twitter, Facebook, blogs…) Not at all	To participate in online communities (mailing lists, Twitter, Facebook, blogs…) Very little	To participate in online communities (mailing lists, Twitter, Facebook, blogs…) To some extent	To participate in online communities (mailing lists, Twitter, Facebook, blogs…) A lot
To create new materials either for personal use (e.g. calendar, personal website, own blog) or for my lessons (e.g. I create my own digital learning materials for students).	To create new materials either for personal use (e.g. calendar, personal website, own blog) or for my lessons (e.g. I create my own digital learning materials for students). Not at all	To create new materials either for personal use (e.g. calendar, personal website, own blog) or for my lessons (e.g. I create my own digital learning materials for students). Very little	To create new materials either for personal use (e.g. calendar, personal website, own blog) or for my lessons (e.g. I create my own digital learning materials for students). To some extent	To create new materials either for personal use (e.g. calendar, personal website, own blog) or for my lessons (e.g. I create my own digital learning materials for students). A lot

To what extent do you receive the support of the following groups to improve your STEM teaching?

Question Title

* 12. To what extent do you receive the support of the following groups to improve your STEM teaching?

	Little / no support	Mostly technical support	Mostly pedagogical support	Both technical and pedagogical support
Other teacher(s) of the same subject	Other teacher(s) of the same subject Little / no support	Other teacher(s) of the same subject Mostly technical support	Other teacher(s) of the same subject Mostly pedagogical support	Other teacher(s) of the same subject Both technical and pedagogical support
Other teacher(s) of a different STEM subject	Other teacher(s) of a different STEM subject Little / no support	Other teacher(s) of a different STEM subject Mostly technical support	Other teacher(s) of a different STEM subject Mostly pedagogical support	Other teacher(s) of a different STEM subject Both technical and pedagogical support
Other teacher(s) of other, non-STEM subjects	Other teacher(s) of other, non-STEM subjects Little / no support	Other teacher(s) of other, non-STEM subjects Mostly technical support	Other teacher(s) of other, non-STEM subjects Mostly pedagogical support	Other teacher(s) of other, non-STEM subjects Both technical and pedagogical support
School ICT / technology coordinator	School ICT / technology coordinator Little / no support	School ICT / technology coordinator Mostly technical support	School ICT / technology coordinator Mostly pedagogical support	School ICT / technology coordinator Both technical and pedagogical support
Experts from outside the school (industry…)	Experts from outside the school (industry…) Little / no support	Experts from outside the school (industry…) Mostly technical support	Experts from outside the school (industry…) Mostly pedagogical support	Experts from outside the school (industry…) Both technical and pedagogical support
An online helpdesk, community or website	An online helpdesk, community or website Little / no support	An online helpdesk, community or website Mostly technical support	An online helpdesk, community or website Mostly pedagogical support	An online helpdesk, community or website Both technical and pedagogical support
Other school staff	Other school staff Little / no support	Other school staff Mostly technical support	Other school staff Mostly pedagogical support	Other school staff Both technical and pedagogical support

Do your colleagues and head of school share a positive vision about innovative STEM teaching at your school?
Examples of innovative STEM teaching include: Inquiry-Based Science Education, Project-Based Learning, Flipped Classrooms, the use of ICT tools in STEM education, etc.

Question Title

* 13. Do your colleagues and head of school share a positive vision about innovative STEM teaching at your school?
Examples of innovative STEM teaching include: Inquiry-Based Science Education, Project-Based Learning, Flipped Classrooms, the use of ICT tools in STEM education, etc.

Yes

No

🡆Teacher opinions and attitudes

In your opinion, does innovative STEM teaching (using ICT, and innovative pedagogical approaches) have a positive impact on the following?

Question Title

* 14. In your opinion, does innovative STEM teaching (using ICT, and innovative pedagogical approaches) have a positive impact on the following?

	Not at all	Very little	To some extent	A lot
Students concentrate more on their learning	Students concentrate more on their learning Not at all	Students concentrate more on their learning Very little	Students concentrate more on their learning To some extent	Students concentrate more on their learning A lot
Students try harder in what they are learning	Students try harder in what they are learning Not at all	Students try harder in what they are learning Very little	Students try harder in what they are learning To some extent	Students try harder in what they are learning A lot
Students feel more autonomous in their learning (they can repeat exercises if needed, explore in more detail topics that they are interested in, etc.)	Students feel more autonomous in their learning (they can repeat exercises if needed, explore in more detail topics that they are interested in, etc.) Not at all	Students feel more autonomous in their learning (they can repeat exercises if needed, explore in more detail topics that they are interested in, etc.) Very little	Students feel more autonomous in their learning (they can repeat exercises if needed, explore in more detail topics that they are interested in, etc.) To some extent	Students feel more autonomous in their learning (they can repeat exercises if needed, explore in more detail topics that they are interested in, etc.) A lot
Students understand more easily what they learn	Students understand more easily what they learn Not at all	Students understand more easily what they learn Very little	Students understand more easily what they learn To some extent	Students understand more easily what they learn A lot
Students remember more easily what they’ve learnt	Students remember more easily what they’ve learnt Not at all	Students remember more easily what they’ve learnt Very little	Students remember more easily what they’ve learnt To some extent	Students remember more easily what they’ve learnt A lot
Students develop their critical thinking	Students develop their critical thinking Not at all	Students develop their critical thinking Very little	Students develop their critical thinking To some extent	Students develop their critical thinking A lot
Students become more interested in STEM careers	Students become more interested in STEM careers Not at all	Students become more interested in STEM careers Very little	Students become more interested in STEM careers To some extent	Students become more interested in STEM careers A lot
ICT facilitates collaborative work among students	ICT facilitates collaborative work among students Not at all	ICT facilitates collaborative work among students Very little	ICT facilitates collaborative work among students To some extent	ICT facilitates collaborative work among students A lot
ICT improves the class climate (students are more engaged, less disturbing)	ICT improves the class climate (students are more engaged, less disturbing) Not at all	ICT improves the class climate (students are more engaged, less disturbing) Very little	ICT improves the class climate (students are more engaged, less disturbing) To some extent	ICT improves the class climate (students are more engaged, less disturbing) A lot

To what extent do you disagree or agree with each of the following statements about the use of ICT for STEM teaching at school?

Question Title

* 15. To what extent do you disagree or agree with each of the following statements about the use of ICT for STEM teaching at school?

	Strongly disagree	Disagree	Agree	Strongly agree
ICT should be used for students to: ...do exercises and practise	ICT should be used for students to: ...do exercises and practise Strongly disagree	ICT should be used for students to: ...do exercises and practise Disagree	ICT should be used for students to: ...do exercises and practise Agree	ICT should be used for students to: ...do exercises and practise Strongly agree
...retrieve information	...retrieve information Strongly disagree	...retrieve information Disagree	...retrieve information Agree	...retrieve information Strongly agree
...work in a collaborative way	...work in a collaborative way Strongly disagree	...work in a collaborative way Disagree	...work in a collaborative way Agree	...work in a collaborative way Strongly agree
...learn in an autonomous way	...learn in an autonomous way Strongly disagree	...learn in an autonomous way Disagree	...learn in an autonomous way Agree	...learn in an autonomous way Strongly agree
ICT use in teaching and learning positively impacts on students’: ...motivation	ICT use in teaching and learning positively impacts on students’: ...motivation Strongly disagree	ICT use in teaching and learning positively impacts on students’: ...motivation Disagree	ICT use in teaching and learning positively impacts on students’: ...motivation Agree	ICT use in teaching and learning positively impacts on students’: ...motivation Strongly agree
...achievement	...achievement Strongly disagree	...achievement Disagree	...achievement Agree	...achievement Strongly agree
...higher level skills (deep understanding)	...higher level skills (deep understanding) Strongly disagree	...higher level skills (deep understanding) Disagree	...higher level skills (deep understanding) Agree	...higher level skills (deep understanding) Strongly agree
...competence in transversal skills (learning to learn, social competences, etc.)	...competence in transversal skills (learning to learn, social competences, etc.) Strongly disagree	...competence in transversal skills (learning to learn, social competences, etc.) Disagree	...competence in transversal skills (learning to learn, social competences, etc.) Agree	...competence in transversal skills (learning to learn, social competences, etc.) Strongly agree
ICT use in teaching and learning is essential: ...to prepare students to live and work	ICT use in teaching and learning is essential: ...to prepare students to live and work Strongly disagree	ICT use in teaching and learning is essential: ...to prepare students to live and work Disagree	ICT use in teaching and learning is essential: ...to prepare students to live and work Agree	ICT use in teaching and learning is essential: ...to prepare students to live and work Strongly agree
...in the 21st century	...in the 21st century Strongly disagree	...in the 21st century Disagree	...in the 21st century Agree	...in the 21st century Strongly agree

🡆 Personal background information

Country in which you teach

Question Title

* 16. Country in which you teach

Albania Andorra Armenia Austria Azerbaijan Belarus Belgium Bosnia and Herzegovina Bulgaria Croatia Cyprus Czech Republic Denmark Estonia Finland France Georgia Germany Greece Hungary Iceland Ireland Italy Kosovo Latvia Liechtenstein Lithuania Luxembourg Macedonia (FYROM) Malta Moldova Monaco Montenegro Netherlands Norway Poland Portugal Romania San Marino Serbia Slovakia Slovenia Spain Sweden Switzerland Turkey Ukraine United Kingdom (UK) Other (please specify)

Are you

Question Title

* 17. Are you

Female

Male

Other

Including this school year, how long have you been teaching (at any school)?

Question Title

* 18. Including this school year, how long have you been teaching (at any school)?

Less than 1 year

1-3 years

4-10 years

11-20 years

21-30 years

31-40 years

More than 40 years

Age

Question Title

* 19. Age

30 or under

31-35

36-45

46-55

Over 55

How often do you use a computer, a tablet or a smartphone for activities other than work (e.g. shopping, organising photos, socialising, entertainment, booking a hotel, contacting family and friends)?

Question Title

* 20. How often do you use a computer, a tablet or a smartphone for activities other than work (e.g. shopping, organising photos, socialising, entertainment, booking a hotel, contacting family and friends)?

Never

A few times a year

Almost monthly

Weekly

Daily

How many lessons / sessions do you teach in total each week?

Question Title

* 21. How many lessons / sessions do you teach in total each week?

Fewer than 10 sessions per week

10-20 sessions

20-38 sessions

38 or more sessions

What is the duration of one lesson/session in your country?

Question Title

* 22. What is the duration of one lesson/session in your country?

35 minutes 40 minutes 45 minutes 50 minutes 55 minutes 60 minutes Other (please specify)

Would you like to provide class-specific information about between one and three additional classes you teach?

Question Title

* 23. Would you like to provide class-specific information about between one and three additional classes you teach?

Yes

No

Question Title

The work presented in this document is supported by the European Commission’s H2020 programme – project Scientix 3 (Grant agreement N. 730009), coordinated by European Schoolnet (EUN). The content of the document is the sole responsibility of the organiser and does not represent the opinion of the European Commission (EC), and the EC is not responsible for any use that might be made of information contained.

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