Digital Support for Sustained STEM Inquiry

This survey is part of PhD research exploring how digital tools can better support STEM inquiry (STEM stands for Science, Technology, Engineering, and Maths; inquiry means students investigating a real question themselves, rather than being told the answer) for students aged 11 to 13 in Aotearoa New Zealand. It draws on the perspectives of educators, researchers, and professionals working across learning design, AI, and educational technology.

In sustained STEM inquiry, students investigate real-world questions over an extended period, typically several weeks or longer, rather than in a single lesson. They collect evidence, interpret data, revise their thinking, and build responses based on what they discover.

• Inquiry reasoning means the thinking a student does to make sense of evidence, for example, connecting a claim to data, noticing a pattern, or revising an idea when new evidence appears.
• Inquiry practice means a specific reasoning skill within that process, such as comparing observations, handling uncertainty, or explaining how parts of a system affect each other.

This survey has no right or wrong answers. We are interested in your professional judgement, experience, and honest views. Every question includes a way to indicate it's outside your experience — please use that option rather than guessing.