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K12 Practitioners' Perceptions of Learning from Failure, Creativity, and Systems Thinking: A Collective Case Study

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Title: K12 Practitioners' Perceptions of Learning from Failure, Creativity, and Systems Thinking: A Collective Case Study
Language: English
Authors: Arrington, T. Logan (ORCID 0000-0002-9093-3378), Moore, Alison L., Bagdy, Lauren M.
Source: TechTrends: Linking Research and Practice to Improve Learning. Jul 2021 65(4):636-645.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Elementary Secondary Education
Higher Education
Postsecondary Education
Descriptors: Teacher Attitudes, Case Studies, Creativity, Kindergarten, Elementary Secondary Education, Systems Approach, Failure, Learning Processes, Instructional Design, Graduate Students, Program Descriptions, Correlation, Teaching Methods, Educational Practices, Educational Technology
DOI: 10.1007/s11528-021-00596-7
ISSN: 8756-3894
Abstract: This article presents the results of a collective case study exploring how K12 practitioners perceive the interaction of systems thinking, creativity, and learning from failure within their professional practice. In order to identify K12 practitioners who were well-versed in systems thinking, we targeted students within an instructional design and technology graduate program that included a course on human performance improvement (HPI). At the conclusion of the semester, all students in the course were invited to participate in an individual, semi-structured interview where they discussed the relationship among these three concepts within their professional practice. Participants described how learning from failure and creativity manifest within their practice and through systems thinking. Additionally, they identified that learning from failure and creativity are crucial components of problem solving. Further insights for how these three concepts can impact professional practice are addressed.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1302861
Database: ERIC
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  Data: K12 Practitioners' Perceptions of Learning from Failure, Creativity, and Systems Thinking: A Collective Case Study
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  Data: This article presents the results of a collective case study exploring how K12 practitioners perceive the interaction of systems thinking, creativity, and learning from failure within their professional practice. In order to identify K12 practitioners who were well-versed in systems thinking, we targeted students within an instructional design and technology graduate program that included a course on human performance improvement (HPI). At the conclusion of the semester, all students in the course were invited to participate in an individual, semi-structured interview where they discussed the relationship among these three concepts within their professional practice. Participants described how learning from failure and creativity manifest within their practice and through systems thinking. Additionally, they identified that learning from failure and creativity are crucial components of problem solving. Further insights for how these three concepts can impact professional practice are addressed.
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