K-12 Science Market and STEM Outlook Report 2018
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Published Jan 30, 2018 |
151 Pages |
Pub ID: CURP15565340
K-12 Science Market and STEM Outlook Report 2018
K-12 Science Market and STEM Outlook provides information on the curriculum materials used by educators for science instruction in U.S. classrooms. The 2018 report is one of a series of annual reports from Simba Information providing data on the choices schools are making as they select resources for core K-12 subjects.
The information and analysis contained in this report will help science product developers and marketers learn more about K-12 science instruction so they can sharpen the focus of their product plans.
K-12 Science Market and STEM Outlook is based on a survey of educators during the 2017-2018 school year. Those educators included classroom teachers, science teachers, science department chairs and instruction/curriculum supervisors.
Data provided in this report includes:
- who are the leading providers of core programs for science instruction;
- how much of science instruction time is spent using digital tools or content;
- what are the most important criteria when science curriculum materials are selected.
- the extent to which Next Generation Science Standards have been adopted, and how they are being implemented;
- whether schools are integrating science, technology, engineering and math curriculum into a single STEM curriculum, and the methods used to accomplish that;
- the level of interest among science educators in emerging areas, including coding, robotics and virtual reality.
- Methodology
- Executive Summary
- Introduction
- Table Next Generation Science Standards States
- Trends Influence Purchase Decisions
- Picking, Building, Using
- State of Science 2017-2018
- Shifts in Supplemental Spending for Science
- Table Estimates on Supplemental Science Spending
- New Standards Adopted
- Table Implementation of Next Generation Science Standards
- Broadening Science to STEM
- Table Progress toward Integrating Science, Technology, Engineering and Math into STEM
- Table Approaches to Integrating Science, Technology, Engineering and Math into STEM
- Shifts in Supplemental Spending for Science
- Using a Core Science Program
- Table Use of a Core Program by Subject Area
- Table Use of a Core Program by School Level
- Source for Core Science Program
- Table Sources for Core Science Programs
- Table Core Program Source by School Level
- Table Core Program Source by Location
- Important Attributes of Core Science Programs
- Table Ranked Attributes of Core Science Programs, Top Three
- Table Ranked Attributes of Core Science Programs by School Level
- How Long Current Core Science Program Has Been in Use
- Table How Long Current Core Science Program Has Been in Use
- Choosing the Same Program Again
- Table Would You Choose the Same Science Program Again?
- Additional Science Resources
- Table Resources Used Beyond Core Science Textbook Series
- With a Textbook, or as a Textbook Replacement
- Table How Additional Resources are Used
- Use of Hands-On Science Kits
- Table Use of Hands-On Science Kits
- Emerging Interest Areas and Resources
- Table Interest in Emerging Science Resources
- The Shift to Digital
- Table Science Time Spent Using Digital Tools or Content
- Device Most Often Used for Digital Access
- Table Device Most Often Used by Digital Access
- Science-Related Websites Used or Recommended
- Table Top 15 Science-Related Websites Used or Recommended
- Purchasing Outlook
- Table Science Purchasing 2017-2018 versus 2016-2017
- Who Makes Science Purchasing Decisions
- Table Who Makes Science Purchasing Decisions
- Criteria Driving Supplemental Science Purchasing
- Table Criteria Driving Supplemental Science Purchasing
- Appendix
- Table STATE OF RESIDENCE
- Table STATE OF RESIDENCE
- Table REGION
- Table REGION
- Table Q.1 - WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITION?
- Table Q.2 - IF YOU ARE A SCIENCE TEACHER, WHICH SPECIFIC COURSE(S) DO YOU TEACH?
- Table Q.3 - WHAT GRADE(S) DO YOU CURRENTLY TEACH OR SUPERVISE?
- Table Q.4 - HOW MANY YEARS OF TEACHING/SUPERVISORY EXPERIENCE DO YOU HAVE?
- Table Q.5 - IN WHAT TYPE OF AREA IS YOUR DISTRICT LOCATED?
- Table Q.6 - WHAT IS THE STUDENT ENROLLMENT IN YOUR DISTRICT?
- Table Q.7 - WHAT PERCENTAGE OF STUDENTS IN YOUR DISTRICT ARE ELIGIBLE FOR FREE/REDUCED PRICE LUNCH?
- Table Q.8 - WHERE DOES YOUR SCHOOL OR DISTRICT STAND IN TERMS OF THE NEXT GENERATION SCIENCE STANDARDS?
- Table Q.9 - WHICH OF THE FOLLOWING STATEMENTS BEST DESCRIBES YOUR SCIENCE PROGRAM?
- Table Q.10 - IF YOU DO HAVE A CORE SCIENCE PROGRAM, WHICH ONE DO YOU USE AS YOUR PRIMARY TEACHING RESOURCE? FILTER: HAVE A CORE SCIENCE PROGRAM
- Table Q.11 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE OF A CORE SCIENCE PROGRAM? ATTRIBUTE RANKED FIRST
- Table Q.11 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE OF A CORE SCIENCE PROGRAM? ATTRIBUTE RANKED SECOND
- Table Q.11 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE OF A CORE SCIENCE PROGRAM? ATTRIBUTE RANKED THIRD
- Table Q.11 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE OF A CORE SCIENCE PROGRAM? ATTRIBUTE RANKED FOURTH
- Table Q.11 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE OF A CORE SCIENCE PROGRAM? ATTRIBUTE RANKED FIFTH
- Table Q.11 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE OF A CORE SCIENCE PROGRAM? ATTRIBUTE RANKED SIXTH
- Table Q.12 - HOW RECENTLY DID YOU ADOPT THE SCIENCE PROGRAM YOU CURRENTLY USE?
- Table Q.13 - IF YOU HAD IT TO DO OVER, WOULD YOU CHOOSE THE SAME PROGRAM AGAIN?
- Table Q.14 - IF NOT A CORE SCIENCE TEXTBOOK SERIES, WHAT DO YOU USE AS YOUR PRIMARY TOOL TO TEACH SCIENCE?
- Table Q.15 - IF YOU USE A HANDS-ON SCIENCE KIT CURRICULUM, WHICH ONE IS IT?
- Table Q.16 - HOW ARE THE RESOURCES IN QUESTION 14 GENERALLY USED?
- Table Q.17 - WHAT PERCENTAGE OF SCIENCE TIME IS SPENT USING ANY DIGITAL TOOLS AND/OR DIGITAL CONTENT?
- Table Q.18 - WHAT DEVICE IS USED MOST OFTEN BY THE STUDENTS TO ACCESS DIGITAL TOOLS OR CONTENT?
- Table Q.19 - WHICH SCIENCE-RELATED WEB SITES HAVE YOU USED/DO YOU RECOMMEND FOR STUDENT USE OR FOR TEACHER RESOURCES?
- Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: MATERIALS DEVELOPED IN SCHOOL/DISTRICT?
- Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: INTERNET/OPEN EDUCATION RESOURCES?
- Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: CODING LESSONS?
- Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: MAKERSPACES?
- Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: HANDS-ON KITS?
- Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: ROBOTICS?
- Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: VIRTUAL REALITY?
- Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: AUGMENTED REALITY?
- Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: PROJECT-BASED LEARFNING?
- Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: 3-D PRINTING?
- Table Q.21 - WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF INTEGRATING SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION INTO A COHESIVE CURRICULUM?
- Table Q.22 - IF YOU HAVE ALREADY STARTED IMPLEMENTING STEM EDUCATION, WHICH OF THE FOLLOWING BEST DESCRIBES YOUR APPROACH?
- Table Q.23 - WHO IN YOUR SCHOOL OR DISTRICT MAKES DECISIONS ABOUT THE PURCHASE OF SCIENCE/STEM MATERIALS?
- Table Q.24 - WILL YOUR PURCHASES FOR SCIENCE/STEM MATERIALS INCREASE IN 2017-18 COMPARED TO 2016-17?
- Table Q.25 - IN SELECTING SUPPLEMENTAL SCIENCE/STEM MATERIALS, APART FROM FIT WITH YOUR STUDENTS' NEEDS, WHAT ARE THE MOST IMPORTANT CRITERIA DIRVING YOUR BUYING DECISION?
- Table Q.26 - ABOUT HOW MUCH WILL YOU PERSONALLY SPEND THIS SCHOOL YEAR FOR SCIENCE INSTRUCTIONAL MATERIALS (EXCLUDING TEXTBOOKS) PER CLASSROOM, INCLUDING FUNDS FROM THE SCHOOL BUDGET, PARENT ORGANIZATIONS, FUND-RAISING, AND PERSONAL FUNDS, IN EACH OF THE FOLLOWING CATEGORIES AND IN TOTAL? (SUMMARY OF AVERAGES)
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