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Table 2 MISTO questions

From: Student, instructor, and observer agreement regarding frequencies of scientific teaching practices using the Measurement Instrument for Scientific Teaching-Observable (MISTO)

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
  1. 1 MISTO subcategory abbreviations: ALS Active Learning Strategies, Inc. Inclusivity, RtS Responsiveness to Students, EDC Experimental Design and Communication, DAI Data Analysis and Interpretation, CS Cognitive Skills, CSR Course and Self Reflection