Please use this identifier to cite or link to this item:
|Title:||"I'm Going to Fail": How Youth Interpret Failure Across Contextual Boundaries|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Simpson, A., Anderson, A., Maltese, A., & Goeke, M. (2018). "I'm Going to Fail": How Youth Interpret Failure Across Contextual Boundaries. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.|
|Abstract:||Previous research on youth’s perceptions and reactions to failure established a view of failure as a negative, debilitating experience for youth, yet STEM and in particular making programs increasingly promote a pedagogy of failures as productive learning experiences. Looking to unpack perceptions of failure across contexts and potential differences between self-identified sexes, youth who participated in making activities were interviewed about their experiences with failure and thoughts about the term. Youth’s perceptions of failure fell into four categories: failure as enhancing, failure as debilitating, failure as mosaic, and failure as fluid. For the majority of youth (70%), their perception of failure transcended situational boundaries and was not entirely negative as previous research suggested. These results have implications on design of learning contexts and complicate prevailing understandings of youths’ failure experiences.|
|Appears in Collections:||ICLS 2018|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.