Failing to Learn: The impact of failures during making activities

Date: 
Sunday, December 30, 2018
Resource Type:
Peer-reviewed article | Research Products
Environment Type: 
Public Programs, Making and Tinkering Programs, Informal/Formal Connections, K-12 Programs
Audience: 
Middle School Children (11-13) | Youth/Teen (up to 17) | Educators/Teachers | Museum/ISE Professionals | Learning Researchers
Discipline: 
Art, music, and theater | Education and learning science | Engineering | General STEM | Technology
Organization:
Indiana University , Binghamton University, Minneapolis Institute of Art
Description: 

Making is a recent educational phenomenon that is increasingly occurring in schools and informal learning spaces around the world. In this paper we explore data from maker educators about their experiences with failure. We surveyed maker educators about how they view failure happening with youth in their formal and informal programs and how they respond. The results reveal some concrete strategies that seem to show promise for helping educators increase the likelihood that failure experiences for youth can lead to gains in learning and persistence.

This article summarizes a survey of formal and informal educators about the ways in which they see failure occuring in their making programs. 

Funder(s): 
NSF
Funding Program: 
IUSE
Award Number: 
1623447
Funder(s): 
NSF
Funding Program: 
IUSE
Award Number: 
1623452
Citation
DOI:
https://doi.org/10.1016/j.tsc.2018.01.003
Publication Name: 
Failing to learn: The impact of failures during making activities
Volume: 
30
Page Number: 
116-124

Team Members

Adam MalteseAuthor

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