November 22nd, 2019 | RESEARCH
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?
Document
(no document provided)
Team Members
Alice Anderson, Author, Minneapolis Institute of ArtMegan Goeke, Author, Science Museum of Minnesota
Amber Simpson, Author, Binghampton University
Adam Maltese, Author, Indiana University
Citation
Identifier Type: ISSN
Identifier: 2475-8779
Publication: Connected Science Learning
Volume: 12
Funders
Funding Source: NSF
Funding Program: IUSE
Award Number: 1623447
Funding Program: IUSE
Award Number: 1623452
Related URLs
Where Should Learners Struggle? Developing a Failure Mindset Through Maker Activities
Studying the Role of Failure in Design and Making
Tags
Audience: Educators | Teachers | Elementary School Children (6-10) | Evaluators | Learning Researchers | Middle School Children (11-13) | Museum | ISE Professionals
Discipline: Engineering | General STEM | Nature of science
Resource Type: Peer-reviewed article | Research Products
Environment Type: Informal | Formal Connections | Making and Tinkering Programs | Museum and Science Center Programs | Public Programs | Summer and Extended Camps