Login

Design Pattern List     Filtering: Word(s) Tag or Last Editor Group Tag Last Editor Any Advisors Anyone with login BioKIDS COE FOSS Globe Kansas NAEP/TIMSS Nevada PADI PADI model edit PADI read Scenario UMD

Name and description ID Group Last editor Comment Design Pattern for Experimental Investigation This design pattern supports the writing of storyboards and items that address scientific reasoning and process skills in experimental investigations. In experimental investigations, it is necessary to manipulate one or more of the variables of interest and to control others while testing a prediction or hypothesis. This contrasts with observational investigations, where variables typically cannot be manipulated. This design pattern may be used to generate groups of tasks for science content strands amenable to experimentation. 2168 PADI mliu   Design Pattern for Observational Investigation This design pattern supports the writing of storyboards and items that address scientific reasoning and process skills in observational (non-experimental) investigations. Observational investigations differ from experimental investigations. In experimental investigations, it is necessary to control or manipulate one of more of the variables of interest to test a prediction or hypothesis; in observational investigations, variables typically cannot be altered at all (e.g., objects in space) or in a short time frame (e.g., a lake ecosystem). This design pattern may be used to generate groups of tasks for any science content strand. 2167 Kansas, PADI mliu   Design Pattern for Reasoning About Complex Systems This design pattern supports the writing of storyboards and items that address reasoning within the context of complex systems. Complex systems are characterized interactions among components of the system and, typically, outcomes that emerge without any explicit driving force. Tasks targeting these types of systems typically require multi-step causal reasoning and the consideration of the effects of multiple concepts or factors within a system. The prevalence of complex systems across scientific content domains suggests the development of a design pattern that enables design of tasks that target students' reasoning about complex systems, across domains and, as a result, grade levels. 2195 PADI lructtinger "Although the complex systems research community is diverse, some common assumptions are: 1) many natural systems operate at multiple distinct levels of organization, 2) Such systems involve non-linear interactions among the system's elements including positive and negative feedback loops, 3) Even when the only interactions that exist in a system are among its individual elements, important macroscopic descriptions can still be applied to the system as a whole and are critical for understanding its patterns, 4) System-level patterns can emerge without any force explicitly striving for the pattern, through self-organized activity of many interacting elements, and 5) The same system patterns can often be found in diverse domains, and it is useful to describe systems in sufficiently general terms such that these commonalities can be revealed." (Goldstone & Wilensky, 2008, p. 5)

List of Examples:

Activity    Continuous Zone    Design Pattern    Educational Standard    Evaluation Phase    Evaluation Procedure (rubric)    Materials and Presentation    Measurement Model    Narrative Structure    Observable Variable    State Benchmark    Student Model    Student Model Variable    Task Exemplar    Task Model Variable    Task Specification    Template    Work Product   

Content copyright 2002-2004 SRI International and University of Maryland. Software copyright 2002-2004 SRI International. Patent Pending. This material is based upon work supported by NSF grants REC-0089122 and REC-0129331. For more information, see the PADI Web site. Use the contents of these pages with care: the information has not yet been approved for widespread publication. Questions or suggestions? Email padi-contact @ ctl.sri.com.