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:

  1. In what ways do youth who have a Failure as Mosaic mindset describe a positive failure environment?
  2. 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

Team Members

Megan GoekeAuthor
Adam MalteseAdam MalteseAuthor

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