Where Should Learners Struggle? Developing a Failure Mindset Through Maker Activities
Date:
Friday, November 22, 2019
Resource Type:
Peer-reviewed article | Research Products
Environment Type:
Public Programs, Summer and Extended Camps, Making and Tinkering Programs, Museum and Science Center Programs, Informal/Formal Connections
Audience:
Elementary School Children (6-10) | Middle School Children (11-13) | Educators/Teachers | Museum/ISE Professionals | Evaluators | Learning Researchers
Discipline:
Engineering | General STEM | Nature of science
Organization:
Minneapolis Institute of Art, Science Museum of Minnesota, Binghampton University, Indiana University
Description:
In this article we explore how activity design and learning contexts can influence youth failure mindsets through a case study of five youth who described failure as sometimes a good thing and sometimes a bad thing (a perspective we characterize as Failure as Mosaic, described in the article). These youth and their descriptions of failure-positive and failure-negative experiences offer a unique opportunity to identify how experiences can be designed to support learning and persistence. In order to understand differing views of failure among youth, we researched the following questions:
- In what ways do youth who have a Failure as Mosaic mindset describe a positive failure environment?
- What features of making activities encourage youth to view it as a positive environment for failure?
Funder(s):
NSF
Funding Program:
IUSE
Award Number:
1623447
Funder(s):
NSF
Funding Program:
IUSE
Award Number:
1623452
Citation
ISSN:
2475-8779
Publication Name:
Connected Science Learning
Volume:
12
Associated Projects
Request to Edit a Resource
If you would like to edit a resource, please use this form to submit your request.