Failing to learn: The impact of failures during making activities

Maltese, Adam V.; Simpson, Amber; Anderson, Alice

doi:10.1016/j.tsc.2018.01.003

Cited by 44 publications

(18 citation statements)

References 27 publications

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“…So, reflective thinking after academic failure, encompassing beliefs, attribution, and affect, may potentially contribute to subsequent effort-making [17]. Similar research has identified potential value in failure as an opportunity for learning and perseverance [18], where the educator must be a guide to help the learners how to solve the problem for themselves [6]. In this sense, employing strategies that are known to reduce student feelings of stress, such as allowing them more time, providing more positive role modeling behavior, and allowing them to assist each other before providing instructor assistance are advised in accordance with previous research in the educational context [11].…”

Section: Introductionmentioning

confidence: 85%

Teachers’ interpersonal styles and fear of failure from the perspective of physical education students

2020

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A growing body of research-based knowledge has been generated for the purpose of better understanding the reciprocal and dynamic relationship between teachers' instructional characteristics and students' psychosocial and learning outcomes. This study specifically examined the relationship between teachers' interpersonal styles and fear of failure outcomes in physical education students. Five hundred sixty-two middle school and high school students in Physical Education classes (PE) participated in the study. Students completed questionnaires that assessed instructors' autonomy-supportive and controlling teaching styles and students' own fear of failure. A person-centered analysis was used to test the hypotheses. The results revealed that higher teacher autonomy support was associated with lower student fear of failure. To the contrary, a controlling teaching style was associated with fear of failure in these students. Two profiles emerged in which moderate fear of failure was associated with a stronger perception of a controlling teacher style and lower levels of fear of failure were associated with greater perceived instructor support for autonomy.

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Section: Introductionmentioning

confidence: 85%

Teachers’ interpersonal styles and fear of failure from the perspective of physical education students

2020

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“…[6] Another aspect of making presented in the literature is the trial and error process. "Failure, or something not working out as expected, is often a part of the development process" [28] and so an integral part of making. Non-functioning artefacts are usually not intended in assessed student work and will probably be graded poorly still they are inevitable for an innovative development process.…”

Section: Maker Culture Interdisciplinary and Opennessmentioning

confidence: 99%

Developing a Taxonomy Concerning Physical Existing Makerspaces in and Used by Schools

Sagbauer

Ebner

2021

Int. J. Eng. Ped.

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This systematic literature review addresses strongly on makerspaces in schools. An evaluation of literature about their status-quo shows qualitative and quantitative knowledge gaps in the relatively new field of makerspaces in and used by schools according to infrastructure, funding, and administration. A taxonomy concerning physical existing makerspaces in schools and used by schools including parameters like location, responsibilities, financing, instructors, users, time restrictions, and feasible maker activities is developed. Two different electronic journal databases, Institute of Electrical and Electronics Engineers (IEEE) and ScienceDirect, acted as source for this literature review. Most of this existing literature concentrates on the educational maker activities and only some feature additional information like the physical space, the financing or else. Nonetheless, these rare findings suggest four main categories of real-world makerspaces used for educational pur-poses in schools: External makerspaces, school makerspaces, open makerspaces located in schools, and temporary (Pop-up) makerspaces. Furthermore, we identified the need for investigations on the question of open makerspaces located in schools and the financial and organizational structure to operate them.

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“…Making and pedagogy Engaging students in learning through making draws on a number of different theoretical foundations and educational traditions, including design-based learning and technology education (Fortus et al, 2004;Hjorth et al, 2016;Kolodner et al, 2003;Stables, 2008); STEM practices (Simpson et al, 2020;McNeill et al, 2015); connected learning (Ito et al, 2013) and constructionism (Papert, 1980;Kafai, 2002;Stager, 2013;Svihla et al, 2014). Making has also been connected to the development of 21st century skills (Taylor, 2016), including identification as creative problem solvers (Martin and Dixon, 2013), increasing resourcefulness (Sheridan and Konopasky, 2016), and learning from failures (Ryoo et al, 2015;Maltese et al, 2018). What these have in common is a focus on the value of placing students in control of interest-driven projects (digital, material, or both) that they iteratively define, construct (or make) and revise.…”

Section: Literature Reviewmentioning

confidence: 99%

Making for learning: how graduate students discuss and design for maker-focused pedagogy

Humburg

Tan

Maltese

et al. 2021

ILS

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Purpose This study aims to understand how graduate students in a maker education course discuss beliefs about making and implement these beliefs as pedagogy in their curricular designs. Design/methodology/approach Interview transcripts from seven students were analyzed thematically for conceptions of making and learning. Lesson plans were also coded for elements of making, and the authors compared students’ articulated ideas about making with the practical implementation of making in their designs. Findings Students reflected on the nature of making and the possible benefits and tensions surrounding the use of making for learning. Multiple students discussed benefits for their future learning and careers. Comparisons between interview and lesson plans highlight both successful alignments and key gaps in the application of making principles, including struggles that students encountered when translating their beliefs about making into real-world pedagogy. Research limitations/implications Given the limited sample size, future research should explore the extent to which educators in other contexts encounter similar or different obstacles in their development of maker-focused pedagogies. Practical implications Findings can be used to inform future maker education courses to better support students in successfully translating core principles of making from general beliefs into effective and practical pedagogical strategies. Originality/value Despite widespread interest in combining making with educational spaces, much remains to be understood about the strategies that educators use to integrate elements of making into their pedagogy. This study contributes discussions of the benefits and tensions that maker educators may encounter when blending tenets of making with the needs of formal education.

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Failing to learn: The impact of failures during making activities

Cited by 44 publications

References 27 publications

Teachers’ interpersonal styles and fear of failure from the perspective of physical education students

Teachers’ interpersonal styles and fear of failure from the perspective of physical education students

Developing a Taxonomy Concerning Physical Existing Makerspaces in and Used by Schools

Making for learning: how graduate students discuss and design for maker-focused pedagogy

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