Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3976
Full metadata record
DC FieldValueLanguage
dc.contributor.authorPitts, Virginia M.
dc.contributor.authorEdelson, Daniel C.
dc.date.accessioned2020-02-02T22:52:11Z
dc.date.accessioned2020-02-03T04:10:05Z-
dc.date.available2020-02-02T22:52:11Z
dc.date.available2020-02-03T04:10:05Z-
dc.date.issued2004-06
dc.identifier.citationPitts, V. M. & Edelson, D. C. (2004). Role, Goal, and Activity: A Framework for Characterizing Participation and Engagement in Project-Based Learning Environments. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), International Conference of the Learning Sciences 2004: Embracing Diversity in the Learning Sciences (pp. 420-426). Santa Monica, CA: Lawrence Erlbaum Associates.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2004.420
dc.identifier.urihttps://repository.isls.org//handle/1/3976-
dc.description.abstractIn this paper, we present a theoretical framework for examining the ways in which classroom context, in conjunction with individual student knowledge and beliefs, influences participation and engagement in project-based learning environments. An underlying design assumption of project-based curricula is that the goal and role motivate the learning of content, and that learning the content in pursuit of the goal leads to better content understanding. However, research to-date has not explored the extent to which the goal and role actually motivate student participation in practice. The framework we have developed is specifically designed for the analysis of project-based learning environments in that it explicitly considers the influence of student role- and goal- adoption on participation and engagement in project-based activities over time. We believe that this framework, as we continue to refine it, will prove useful for research on participation and engagement in project-based curricula. Specifically, such a framework will help with the identification and design of future lines of research, will facilitate comparison across diverse settings, and will provide a starting point for the integration of the results.en_US
dc.language.isoenen_US
dc.publisherLawrence Erlbaum Associatesen_US
dc.titleRole, Goal, and Activity: A Framework for Characterizing Participation and Engagement in Project-Based Learning Environmentsen_US
dc.typePapersen_US
Appears in Collections:ICLS 2004

Files in This Item:
File SizeFormat 
420-426.pdf263.16 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.