ABSTRACT
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.
