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 |
|---|---|
| Language: | English |
| Authors: | Simpson, Amber, Anderson, Alice, Maltese, Adam V. |
| Source: | Journal of Science Education and Technology. Oct 2019 28(5):480-492. |
| Availability: | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2019 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1623452 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Youth, Science Teachers, Academic Failure, Correlation, Teacher Student Relationship, Data Collection, Schools, Museums, After School Programs, Science Instruction |
| DOI: | 10.1007/s10956-019-09780-0 |
| ISSN: | 1059-0145 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1227885 |
| Database: | ERIC |
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| 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. |
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| ISSN: | 1059-0145 |
| DOI: | 10.1007/s10956-019-09780-0 |
