December 30th, 2018 | RESEARCH
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.
Document
Team Members
Adam Maltese, Author, Indiana UniversityAmber Simpson, Author, Binghamton University
Alice Anderson, Author, Minneapolis Institute of Art
Citation
Identifier Type: DOI
Identifier: https://doi.org/10.1016/j.tsc.2018.01.003
Publication: Failing to learn: The impact of failures during making activities
Volume: 30
Page(s): 116-124
Funders
Funding Source: NSF
Funding Program: IUSE
Award Number: 1623447
Funding Program: IUSE
Award Number: 1623452
Related URLs
Studying the Role of Failure in Design and Making
Tags
Audience: Educators | Teachers | Learning Researchers | Middle School Children (11-13) | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Art | music | theater | Education and learning science | Engineering | General STEM | Technology
Resource Type: Peer-reviewed article | Research Products
Environment Type: Informal | Formal Connections | K-12 Programs | Making and Tinkering Programs | Public Programs