B. Goal: Discussion one answer” questions “no Write questions which genuinely admit multiple possible answers, say How to write the PI question: while making design choices, modeling systems. Examples (note that these are merely ideas – you have to write the full question and choices): · If you choose only one X, which would it be? · What do you think is the reason for Y? · If you had to make a decision for Z, what would it be? C. Goal: Predict an outcome (e.g., of an experiment, or a program) Describe the experiment. You can partially show it (not the result) using a How to write the PI question: demo, video, simulation. Ask students to predict what would happen if something were changed. Choices should indicate specific possible outcomes. If P were changed, what would happen to Q? (You can ask along following parameters) Examples: (note that these are merely ideas you have to write the full question and choices): – i) bigger/ smaller …becomes ii) changes brightness increase / decrease / stay same … – iii) changes to A / B / C … iv) moves along path A/ B/ C … … voting, during discussion phase, ask students to give reasons along with their choices. These are excellent questions to elicit students’ wrong reasoning patterns. D. Goal: Embed reasoning in answers
B. Goal: Discussion “no one answer” questions How to write the PI question: Write questions which genuinely admit multiple possible answers, say while making design choices, modeling systems. Examples (note that these are merely ideas – you have to write the full question and choices): · If you choose only one X, which would it be? · What do you think is the reason for Y? · If you had to make a decision for Z, what would it be? C. Goal: Predict an outcome (e.g., of an experiment, or a program) How to write the PI question: Describe the experiment. You can partially show it (not the result) using a demo, video, simulation. Ask students to predict what would happen if something were changed. Choices should indicate specific possible outcomes. Examples: If P were changed, what would happen to Q? (You can ask along following parameters) (note that these are merely ideas – you have to write the full question and choices): i) …becomes bigger/ smaller ii) … changes brightness – increase / decrease / stay same iii) … changes to A / B / C iv) … moves along path A/ B/ C … voting, during discussion phase, ask students to give reasons along with their choices. These are excellent questions to elicit students’ wrong reasoning patterns. D. Goal: Embed reasoning in answers
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