Table 2 MISTO questions
Item | Cat.1 | MISTO questions |
|---|---|---|
Q1 | ALS | Indicate the average percent of class time during which students were asked to answer questions, solve problems, or complete activities other than listening to a lecture |
Q2 | None | Learning goals were provided for |
Q3 | ALS | Students were asked to use a polling method to answer questions in the classroom approximately |
Q4 | ALS | Indicate the approximate percent of polling questions for which students were asked to discuss the question in pairs or small groups |
Q5 | ALS | Students were asked to complete in-class activities approximately |
Q6 | None | Indicate the approximate percent of in-class activities for which students were given some form of general or individualized feedback during class beyond simply providing correct or incorrect answers |
Q7 | None | Students were asked to work in groups of two or more for any portion of this course |
Q8 | ALS | Indicate the average percent of class time during which students were asked to work in groups of two or more |
Q9 | ALS | Students were asked to work in groups of two or more on in-class activities, discussions, assignments, or projects other than polling questions approximately |
Q10 | ALS | The instructor used a strategy, such as assigning roles, to promote the participation of each group member during in-class group activities |
Q11 | ALS | At least some students were asked to verbally share the results of any group work or group discussions with the whole class approximately |
Q12 | ALS | Students were asked to comment or make suggestions on each other’s work on class assignments, activities, or projects approximately |
Q13 | ALS | Students were encouraged to respond to classmates’ ideas during whole-class discussions |
Q14 | Inc | Examples or analogies used in this course included a diversity of people and cultures |
Q15 | Inc | Students were encouraged to consider the ideas and contributions of a diversity of researchers and other people involved in science |
Q16 | RtS | Students stated interests or asked questions related to the topic at hand during class |
Q17 | RtS | The instructor was generally aware of instances when a concept was not understood by the majority of students in the class prior to an exam |
Q18 | RtS | When it became clear that the class did not understand a concept, students were provided with follow-up discussion, activities, or resources |
Q19 | EDC | Students were asked to identify or formulate hypotheses or make predictions about the results of demonstrations, experiments, or examples approximately |
Q20 | EDC | Students were asked to critique scientific hypotheses or experimental strategies approximately |
Q21 | EDC | Students were asked to design experiments to answer scientific questions approximately |
Q22 | DAI | Students were asked to summarize, interpret, or analyze data using mathematical or computational procedures approximately |
Q23 | DAI | Students were asked to make graphs or tables approximately |
Q24 | DAI | Students were asked to analyze or interpret scientific data shown in graphs or tables approximately |
Q25 | DAI | Students were asked to use data to make decisions or defend scientific conclusions approximately |
Q26 | DAI | Students were asked to make or interpret models to summarize scientific processes approximately |
Q27 | EDC | Students were asked to interpret or critique scientific literature or media articles related to science approximately |
Q28 | EDC | Students were asked to communicate scientific ideas in formal written papers or oral presentations approximately |
Q29 | RtS | Students were provided with examples or explanations showing that course concepts are applicable to everyday human experiences or real-life applications approximately |
Q30 | None | Historical context was used to recognize why certain discoveries or advancements changed the way people viewed related scientific principles approximately |
Q31 | CS | Students were asked to interpret or represent concepts in non-written formats, such as pictures, diagrams, videos, simulations, role plays, graphs, mathematical models, etc. |
Q32 | CS | Students were asked to practice knowledge or skills from other Science, Technology, Engineering, and Math (STEM) subjects when answering questions or completing class activities |
Q33 | CS | Students engaged in higher level thought processes that required them to apply, analyze, incorporate, or evaluate their knowledge or skills rather than just memorizing facts or processes approximately |
Q34 | CS | Students were asked to participate in open-ended exercises, such as case-studies or questions in which multiple correct answers are possible |
Q35 | CSR | Students were provided with opportunities or suggestions to reflect on whether their study habits were effective for learning approximately |
Q36 | CSR | Students were provided with opportunities or suggestions to reflect on their problem-solving strategies approximately |