National Science Foundation Robert Noyce Scholarship Program Intake Survey

Please note:

There are no right or wrong answers. The answers you provide in this survey will not influence your status as a candidate for the scholarship.
Please contact Daniel Ness, Ph.D., Professor, Department of Curriculum and Instruction, at [email protected]; Nancy P. Morabito, Ph.D., Associate Clinical Professor of Science Education, Department of Curriculum and Instruction, at [email protected]; or Richard J. Rosso, Ph.D., Associate Professor and Graduate Program Director, Chemistry, at [email protected] if you have any questions related to this survey.
Answers to all questions are required unless indicated otherwise.

Part I: General Information

First Name

Last Name

What is your age? (optional)

Select one

If you are a GRADUATE student,

did you complete a STEM major immediately prior to entering your current program?

For which program are you applying?

Scholarship (undergraduate/graduate five-year Pathway)

Stipend (graduate career changer)

Would you have pursued teaching if you did not receive this scholarship?

Yes

Other…

When did you decide to focus on STEM teaching?

Childhood/adolescence (before I was 18)

Early adulthood (19–22)

Adulthood (23 or older)

Please provide a short explanation of how you made your decision to pursue a career in STEM teaching.

For the following seven questions, please circle one of the following: SD (strongly disagree), D (disagree), N (neutral), A (agree), or SA (strongly agree).

Part II: Your Views on Science and Mathematics

Questions	Almost Never	Seldom	Sometimes	Often	Almost Always
Scientific or mathematical observations depend on what scientists or mathematicians seek to find.	Almost Never	Seldom	Sometimes	Often	Almost Always
Scientific or mathematical inquiry involves challenging other scientists’ mathematicians’ ideas.	Almost Never	Seldom	Sometimes	Often	Almost Always
People who excel in science and mathematics are born with a science or math gene.	Almost Never	Seldom	Sometimes	Often	Almost Always
Scientific or mathematical observations are affected by scientists' or mathematicians’ values and beliefs.	Almost Never	Seldom	Sometimes	Often	Almost Always
Scientific or mathematical inquiry involves thinking critically about one’s existing knowledge.	Almost Never	Seldom	Sometimes	Often	Almost Always
Intuition plays a role in scientific and mathematical inquiry.	Almost Never	Seldom	Sometimes	Often	Almost Always
When making observations, scientists eliminate their beliefs and values.	Almost Never	Seldom	Sometimes	Often	Almost Always
Scientific or mathematical observations are guided by theories.	Almost Never	Seldom	Sometimes	Often	Almost Always
Scientific inquiry starts with observations of nature.	Almost Never	Seldom	Sometimes	Often	Almost Always
Scientific investigation follows the scientific method.	Almost Never	Seldom	Sometimes	Often	Almost Always
Scientific or mathematical ideas come from both scientific/mathematical and nonscientific/nonmathematical sources.	Almost Never	Seldom	Sometimes	Often	Almost Always
Scientific or mathematical knowledge gives a true account of the natural world.	Almost Never	Seldom	Sometimes	Often	Almost Always
Scientific or mathematical knowledge is tentative.	Almost Never	Seldom	Sometimes	Often	Almost Always
Scientific or mathematical knowledge is relative to the social context in which it is generated.	Almost Never	Seldom	Sometimes	Often	Almost Always
Scientific knowledge can be proven.	Almost Never	Seldom	Sometimes	Often	Almost Always
The evaluation of scientific or mathematical knowledge varies with changes in situations.	Almost Never	Seldom	Sometimes	Often	Almost Always
The accuracy of current scientific or mathematical knowledge is beyond question.	Almost Never	Seldom	Sometimes	Often	Almost Always
Currently accepted scientific or knowledge will be modified in the future.	Almost Never	Seldom	Sometimes	Often	Almost Always
Scientific or mathematical knowledge is influenced by cultural and social attitudes.	Almost Never	Seldom	Sometimes	Often	Almost Always
Scientific or mathematical knowledge is free of human perspectives.	Almost Never	Seldom	Sometimes	Often	Almost Always
People who excel in science and mathematics do so because they exert much effort.	Almost Never	Seldom	Sometimes	Often	Almost Always
Mathematical knowledge is magical.	Almost Never	Seldom	Sometimes	Often	Almost Always
Scientific knowledge is influenced by myths.	Almost Never	Seldom	Sometimes	Often	Almost Always

Part III: What Should Occur in Science and Mathematics Classes?

Questions	Almost Never	Seldom	Sometimes	Often	Almost Always
In science classes, investigations should enable students to explore their own ideas.	Almost Never	Seldom	Sometimes	Often	Almost Always
In science and mathematics classes, students should work collaboratively.	Almost Never	Seldom	Sometimes	Often	Almost Always
In science and mathematics classes, students should discuss ideas with others.	Almost Never	Seldom	Sometimes	Often	Almost Always
In science and mathematics classes, students should think creatively.	Almost Never	Seldom	Sometimes	Often	Almost Always
In science and mathematics classes, students should explore different methods of investigation.	Almost Never	Seldom	Sometimes	Often	Almost Always
Students should view science or mathematics as a problem-solving exercise.	Almost Never	Seldom	Sometimes	Often	Almost Always
In science classes, inquiry learning should start with observation.	Almost Never	Seldom	Sometimes	Often	Almost Always
In science classes, students should apply the scientific method.	Almost Never	Seldom	Sometimes	Often	Almost Always
Students should enjoy themselves during science experiments.	Almost Never	Seldom	Sometimes	Often	Almost Always
Students should be taught that there is a distinction between theory and observation.	Almost Never	Seldom	Sometimes	Often	Almost Always
In science classes, students should consider ethical issues related to scientific investigation.	Almost Never	Seldom	Sometimes	Often	Almost Always
In school science, students should be critical of accepted theories.	Almost Never	Seldom	Sometimes	Often	Almost Always
In school science, students should view scientific knowledge as tentative.	Almost Never	Seldom	Sometimes	Often	Almost Always
In school science or mathematics, student understanding should be influenced by their existing knowledge.	Almost Never	Seldom	Sometimes	Often	Almost Always
In school science, students should examine the history of accepted scientific knowledge.	Almost Never	Seldom	Sometimes	Often	Almost Always
In school science, students should learn that more than one theory can account for a given set of data.	Almost Never	Seldom	Sometimes	Often	Almost Always
In school science, students should learn about competing theories.	Almost Never	Seldom	Sometimes	Often	Almost Always
In school science, students should be taught that accepted scientific knowledge will be modified in the future.	Almost Never	Seldom	Sometimes	Often	Almost Always
In school science, students should examine how society influences what counts as scientific knowledge.	Almost Never	Seldom	Sometimes	Often	Almost Always
In school science, students should consider social issues related to accepted scientific knowledge.	Almost Never	Seldom	Sometimes	Often	Almost Always
In school science, students should be taught that scientific knowledge is objective and therefore free of human values.	Almost Never	Seldom	Sometimes	Often	Almost Always
In school mathematics, students should be taught that the answer is either right or wrong.	Almost Never	Seldom	Sometimes	Often	Almost Always
School mathematics is all about how to solve problems.	Almost Never	Seldom	Sometimes	Often	Almost Always
School mathematics should include investigation.	Almost Never	Seldom	Sometimes	Often	Almost Always
In addition to problem solving, students of science and mathematics should also be able to pose or create/develop problems.	Almost Never	Seldom	Sometimes	Often	Almost Always