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Peer-reviewed article

Failing to Learn: The impact of failures during making activities

December 30, 2018 | Public Programs, Informal/Formal Connections

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. 


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    Indiana University
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    Binghamton University
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    Minneapolis Institute of Art
  • Citation

    DOI :
    Publication Name: Failing to learn: The impact of failures during making activities
    Volume: 30
    Page Number: 116-124


    Funding Program: IUSE
    Award Number: 1623447
    Funding Program: IUSE
    Award Number: 1623452
    Resource Type: Research Products
    Discipline: Art, music, and theater | Education and learning science | Engineering | General STEM | Technology
    Audience: Middle School Children (11-13) | Youth/Teen (up to 17) | Educators/Teachers | Museum/ISE Professionals | Learning Researchers
    Environment Type: Public Programs | Making and Tinkering Programs | Informal/Formal Connections | K-12 Programs

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