Role, Goal, and Activity: A Framework for Characterizing Participation and Engagement in Project-Based Learning Environments
Role, Goal, and Activity: A Framework for Characterizing Participation and Engagement in Project-Based Learning Environments
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角色、目标和活动：描述基于项目的学习环境中参与和投入的框架
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
Daniel C. Edelson
中科院分区：
文献类型：
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作者：
Virginia M. Pitts;Daniel C. Edelson
在本文中，我们提出了一个理论框架，以检查的方式，课堂环境，结合个别学生的知识和信念，影响参与和参与项目为基础的学习环境。基于项目的课程的一个基本设计假设是，目标和角色激励学习内容，学习内容追求的目标导致更好的内容理解。然而，迄今为止的研究还没有探讨在何种程度上的目标和作用，实际上激励学生参与实践。我们已经开发的框架是专门设计的基于项目的学习环境的分析，它明确地考虑了学生的角色和目标的影响，通过参与和参与基于项目的活动随着时间的推移。我们相信，随着我们不断完善这一框架，它将被证明是有益的参与和参与基于项目的课程的研究。具体而言，这样一个框架将有助于确定和设计未来的研究方向，将有助于在不同背景下进行比较，并将为整合结果提供一个起点。
In 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.