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|Title:||The Role-Goal-Activity Framework Revisited: Examining Student Buy-in in a Project-based Learning Environment|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Pitts, V. & Edelson, D. (2006). The Role-Goal-Activity Framework Revisited: Examining Student Buy-in in a Project-based Learning Environment. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 544-549). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||At ICLS 2004 we presented a framework for the study of student participation and engagement in project-based curricula. This framework was specifically designed for the analysis of project-based learning environments in that it explicitly considered the influence of student "buy-in" to an overall scenario on participation and engagement in project-based activities, and identified factors we hypothesized influenced the nature of role- and goal-adoption (including students' scenario-related understandings, attitudes, and beliefs, as well as their perception of the degree of "fit" or alignment between the role and goal and project activities). In this paper, we present the findings of a mixed-methods study we designed, based upon this framework, to examine student role- and goal- adoption in two seventh-grade science classrooms where students participated in the "What Will Survive" life sciences curriculum, and discuss ways in which we plan to revise our framework based on the study results.|
|Appears in Collections:||ICLS 2006|
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