Brian - Survey Data

Diversity in Recognition Networks

To what degree does this student demonstrate knowledge in these areas?

Scale:  1=not developed, 2=somewhat developed, 3=developed, 4=well developed

R1. General science knowledge

1

2

3

4

not developed

somewhat developed

developed

well developed

 

R2. General science vocabulary knowledge

1

2

3

4

not developed

somewhat developed

developed

well developed

 

R3. Science text structures and conventions in general

1

2

3

4

not developed

somewhat developed

developed

well developed

 

R4. Narrative text structures and conventions

1

2

3

4

not developed

somewhat developed

developed

well developed

 

R5. Science informational text structures

1

2

3

4

not developed

somewhat developed

developed

well developed

 

R6. Science-based images, pictures, drawings, paintings, comics, and photographs

1

2

3

4

not developed

somewhat developed

developed

well developed

 

R7. Science-based diagrams, charts, graphs, and concept maps

1

2

3

4

not developed

somewhat developed

developed

well developed

 


Diversity in Strategic Networks

To what degree does this student demonstrate skills and strategies in these areas?

Scale:  1=not skilled/strategic, 2=somewhat skilled/strategic, 3=skilled/strategic, and 4=very skilled/strategic

S1.  Decoding and word recognition

1

2

3

4

not skilled/strategic

somewhat skilled/strategic

skilled/strategic

well skilled/strategic

 

S2.  Reflecting on observed phenomena in a science inquiry context

1

2

3

4

not skilled/strategic

somewhat skilled/strategic

skilled/strategic

well skilled/strategic

 

S3.  Experimentation and tinkering in a science context

1

2

3

4

not skilled/strategic

somewhat skilled/strategic

skilled/strategic

well skilled/strategic

 

S4.  Comprehending scientific information via specific examples

1

2

3

4

not skilled/strategic

somewhat skilled/strategic

skilled/strategic

well skilled/strategic

 

S5.  Comprehending scientific information via theories and logic

1

2

3

4

not skilled/strategic

somewhat skilled/strategic

skilled/strategic

well skilled/strategic

 

S6.  Comprehending scientific information via general ideas and concepts

1

2

3

4

not skilled/strategic

somewhat skilled/strategic

skilled/strategic

well skilled/strategic

 

S7.  Comprehending scientific information via specific details

1

2

3

4

not skilled/strategic

somewhat skilled/strategic

skilled/strategic

well skilled/strategic

 


S8.  Comprehending of scientific information via unstructured discovery

1

2

3

4

not skilled/strategic

somewhat skilled/strategic

skilled/strategic

well skilled/strategic

 

S9.  Comprehension of scientific information via directed learning

1

2

3

4

not skilled/strategic

somewhat skilled/strategic

skilled/strategic

well skilled/strategic

 

S10.                     Expressing scientific information through written words (such as expositive, persuasive, descriptive, or narrative writing, poetry, lyrics, etc.)

1

2

3

4

not skilled/strategic

somewhat skilled/strategic

skilled/strategic

well skilled/strategic

 

S11.                     Expressing scientific information through spoken words (such as expositive, persuasive, descriptive, or narrative writing, poetry, lyrics, etc.)

1

2

3

4

not skilled/strategic

somewhat skilled/strategic

skilled/strategic

well skilled/strategic

 

S12.                     Expressing scientific information through images, static or moving (such as drawings, paintings, diagrams, charts, video or animation production, etc.)

1

2

3

4

not skilled/strategic

somewhat skilled/strategic

skilled/strategic

well skilled/strategic

 

S13.                     Reflecting on learning process in a science context

1

2

3

4

not skilled/strategic

somewhat skilled/strategic

skilled/strategic

well skilled/strategic


Diversity in Affective Networks

To what degree does this student demonstrate interest and engagement in these areas?

Scale:  1=not engaged/interested, 2=somewhat engaged/interested, 3=engage/interested, and 4=very engaged/interested

A1. Learning about science topics

1

2

3

4

not engaged/interested

somewhat engaged/interested

engaged/interested

very engaged/interested

 

A2. Reading science texts generally

1

2

3

4

not engaged/interested

somewhat engaged/interested

engaged/interested

very engaged/interested

 

A3. Interacting with informational/factual science content

1

2

3

4

not engaged/interested

somewhat engaged/interested

engaged/interested

very engaged/interested

 

A4. Interacting with “stories of science”

1

2

3

4

not engaged/interested

somewhat engaged/interested

engaged/interested

very engaged/interested

 

A5. Reading/viewing science images, static or moving, such as drawings, paintings, diagrams, charts, videos, animations

1

2

3

4

not engaged/interested

somewhat engaged/interested

engaged/interested

very engaged/interested

 

A6. Reflecting on observed phenomena in a science context

1

2

3

4

not engaged/interested

somewhat engaged/interested

engaged/interested

very engaged/interested

 

A7. Experimentation and tinkering in a science context

1

2

3

4

not engaged/interested

somewhat engaged/interested

engaged/interested

very engaged/interested