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Caught on Camera: Youth and Educators' Noticing of and Responding to Failure Within Making Contexts.

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Title: Caught on Camera: Youth and Educators' Noticing of and Responding to Failure Within Making Contexts.
Authors: Simpson, Amber1 (AUTHOR) asimpson@binghamton.edu, Anderson, Alice2 (AUTHOR) aanderson@artsmia.org, Maltese, Adam V.3 (AUTHOR) amaltese@indiana.edu
Source: Journal of Science Education & Technology. Oct2019, Vol. 28 Issue 5, p480-492. 13p. 1 Diagram, 3 Charts, 2 Graphs.
Subject Terms: *Youth, *Educators, *After school programs, Science museums, Cameras
Abstract: A lot of attention has been given to the role failure plays in learning and innovation. Yet, we know little about the conditions necessary for the experience to result in positive outcomes. In this study, we sought to answer three research questions: (1) What is the relationship among attend, interpret, and respond when experiencing failures within making-related activities? (2) How does youths' and educators' noticing of failure within making-related activities differ by tasks? (3) How does youths' and educators' noticing of failures within making-related activities differ by context? To address these questions, we used data collected from youths participating in making experiences in three different contexts: schools, a science museum, and an afterschool program run by science museum educators. Analysis of approximately 90 h of video revealed differences in how youths and educators attended, interpreted and responded to failures that suggest differences in the sophistication of their response. Educational implications from these findings support less direct oversight by educators and increased use of techniques to have the youth demonstrate positive troubleshooting behaviors. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Caught on Camera: Youth and Educators' Noticing of and Responding to Failure Within Making Contexts.
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  Data: <searchLink fieldCode="AR" term="%22Simpson%2C+Amber%22">Simpson, Amber</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> asimpson@binghamton.edu</i><br /><searchLink fieldCode="AR" term="%22Anderson%2C+Alice%22">Anderson, Alice</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> aanderson@artsmia.org</i><br /><searchLink fieldCode="AR" term="%22Maltese%2C+Adam+V%2E%22">Maltese, Adam V.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> amaltese@indiana.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Education+%26+Technology%22">Journal of Science Education & Technology</searchLink>. Oct2019, Vol. 28 Issue 5, p480-492. 13p. 1 Diagram, 3 Charts, 2 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Youth%22">Youth</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22After+school+programs%22">After school programs</searchLink><br /><searchLink fieldCode="DE" term="%22Science+museums%22">Science museums</searchLink><br /><searchLink fieldCode="DE" term="%22Cameras%22">Cameras</searchLink>
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  Data: A lot of attention has been given to the role failure plays in learning and innovation. Yet, we know little about the conditions necessary for the experience to result in positive outcomes. In this study, we sought to answer three research questions: (1) What is the relationship among attend, interpret, and respond when experiencing failures within making-related activities? (2) How does youths' and educators' noticing of failure within making-related activities differ by tasks? (3) How does youths' and educators' noticing of failures within making-related activities differ by context? To address these questions, we used data collected from youths participating in making experiences in three different contexts: schools, a science museum, and an afterschool program run by science museum educators. Analysis of approximately 90 h of video revealed differences in how youths and educators attended, interpreted and responded to failures that suggest differences in the sophistication of their response. Educational implications from these findings support less direct oversight by educators and increased use of techniques to have the youth demonstrate positive troubleshooting behaviors. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10956-019-09780-0
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        Text: English
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        Type: general
      – SubjectFull: Educators
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      – SubjectFull: Science museums
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              Text: Oct2019
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