Worsley, M. & Blikstein P. (2012). A framework for characterizing student
changes in student identity during constructionist learning activities. Paper presented at Constructionism 2012.
In this paper we present a framework for examining meaningful changes in students’ identity in relation to science and engineering. These identity changes could represent useful indicators for characterizing student engagement and interest in constructionist, project-based learning environments. The framework is described using data from a study with 12 high-school students that in which learners spent 6-hours a day in a digital fabrication lab for eight weeks.