The Urban Science project aims to provide practical tools to support STEM practitioners in delivering healthy and sustainable cities. It focuses on how science can develop solutions to urban issues, motivating pupils to view the positive benefits of science to the urban environment. It will support teachers with exciting and innovative ways to teach science that has real life meaning for their pupils. For details visit here.

We are currently engaging teachers, educators and experts in initial conversations to scope how Urban Science can be successfully delivered in secondary schools. We would like your views on the needs of secondary school science teachers. The survey has 12 questions and will take about 10 minutes to complete.

Thank you for your help.

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* 1. To what extent you agree with the following statements?

  Strongly agree Agree Disagree Strongly disagree Don't know
Enquiry-based science methods are regularly used within schools.
Lessons are connected with the local environment and community where pupils live.
Pupils are more motivated when using enquiry-based science approaches.
Teachers are confident using enquiry-based science approaches with their pupils.
Teachers want to implement more enquiry-based science with their pupils.
Teachers would like to make more use the local environment and community in their science teaching.
Pupils benefit from enquiry-based learning.
It is important to connect science concepts with everyday life.
Teachers often link with other subjects.
Teachers often team-teach with other subject teachers.

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* 2. Which competences for working scientifically are most important for pupils to develop?

  Not important Somewhat important Important Very important Not relevant
Developing and asking questions
Forming connections between and categorising knowledge
Compiling and comparing information
Recognising patterns of relationships between things and events
Developing appropriate tests and implementing them
Communicating the results of their work
Identifying what can be measured
Using secondary sources
Identification and classification
Using and evaluating a technique
Support theories with evidence
Identify cause and effect from simple to complex relationships

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* 3. How is student work assessed in the classroom?

  Never Sometimes Often Frequently
Written work – formal essay, portfolio, etc
Written work – interactive assessment with teacher feedback and pupil response.
Practice exam board questions
Self-assessment
Peer assessment
Observation e.g. against checklist
Formal testing
Self-reflections e.g. learning diaries

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* 4. How do pupils communicate the results of their work?

  Never Sometimes Often Frequently
Formal presentation to the class e.g. using PowerPoint
Class debate e.g. about the topic investigated
Creative media e.g. video
Written work
Project portfolio

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* 5. Do teachers connect with Big Ideas in science education? For each of the Big Ideas listed please rate accordingly.

  Never Sometimes Often Frequently
All material in the Universe is made of very small particles.
Objects can affect other objects at a distance.
Changing the movement of an object requires a net force to be acting on it.
The total amount of energy in the Universe is always the same but energy can be transformed when things change or are made to happen.
The composition of the Earth and its atmosphere and the processes occurring within them shape the Earth’s surface and its climate.
The solar system is a very small part of one of millions of galaxies in the Universe.
Organisms are organised on a cellular basis.
Organisms require a supply of energy and materials for which they are often dependent on or in competition with other organisms.
Genetic information is passed down from one generation of organisms to another.
The diversity of organisms, living and extinct, is the result of evolution.
Science assumes that for every effect there is one or more causes.
Scientific explanations, theories and models are those that best fit the facts known at a particular time.
The knowledge produced by science is used in some technologies to create products to serve human ends.

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* 6. Do teachers link working scientifically with a project based learning approach?

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* 7. Sustainability education uses a variety of terms, which of the following terms are you familiar with?

  Not familiar Limited understanding Clear understanding Use in my teaching
Systems science
Systems thinking
Circular economy
Cradle-to-cradle
Citizen science
Closed-loop
Biomimicry
Upcycling
Resilience
Nature-based solutions
Dematerialisation
Life cycle analysis

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* 8. To what extent do you agree with the following statements about teaching and learning sustainability?

  Strongly agree Agree Disagree Strongly disagree
It is important to envision what a better future will look like.
Developing a systems perspective to problems is important.
Recognising ecological limits and staying within them is essential as societies develop.
In deciding our own actions, we need to consider equity for others now and in the future.
New thinking is not enough, we need opportunities for turning ideas into action.
Empathy for others and nature is essential if we are to develop sustainably.
Positive change needs to be reinforced with appropriate values.
Sustainable solutions must recognise economic and social equity.
Decisions need to be taken based on scientific understanding and shared values.

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* 9. Thinking about teaching science in the local environment and community (outdoor science), to what extent do you agree with the following statements.

  Strongly agree Agree Disagree Strongly disagree
Teachers are confident using the local environment in their teaching and learning.
Teachers sometimes teach outside and is something they would like to do more of.
Teachers regularly use the local environment and community in their science teaching.
Teachers would like to make more use the local environment and community in their science teaching but lack support.
There are too many barriers to taking pupils out of the classroom.

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* 10. Thinking about opportunities that exist for teaching science in the local environment and community (outdoor science), to what extent do you agree with the following statements.

  Strongly agree Agree Disagree Strongly disagree
Teachers can take pupils outside within a single lesson e.g. in to the school grounds.
Teachers can take pupils outside within a double lesson e.g. in to the local community.
Teachers can take pupils outside during off curriculum days.
Teachers can set homework which involves pupils carrying out activities in their community.

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* 11. What help and support do teachers need to develop working scientifically within a sustainability context? To what extent do you agree with the following statements?

  Strongly agree Agree Disagree Strongly disagree
Teachers need help understanding the term sustainability and how it links with science.
Teachers need teaching materials and resources linking science with sustainability
Teachers need clear links with curriculum content and requirements
Teachers need guidance on how to use the local environment for teaching sustainability e.g. advice on learning outdoors, community surveys, etc
Teachers would like to be better able to link science content with the Big Ideas of science
Teachers need guidance on carrying out learning safely in the local community
Teachers would like formal training in this area.
Teachers would like informal support e.g. school visits, supported planning sessions.
Teachers want support linking science content with the Big Ideas of science.

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* 12. Information about you

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* 13. Can we contact you to follow-up on the survey and provide project information? If yes please enter your email address.

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