Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/735
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dc.contributor.authorGomoll, Andrea Sarah
dc.contributor.authorTolar, Erin
dc.contributor.authorSilver, Cindy Hmelo
dc.contributor.authorSabanovic, Selma
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:41:21Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:41:21Z-
dc.date.issued2018-07
dc.identifier.citationGomoll, A. S., Tolar, E., Silver, C. H., & Sabanovic, S. (2018). “Things are Made to Fail”: Constructive Failures in a Middle School Robotics Curriculum. 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 3. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1563
dc.identifier.urihttps://repository.isls.org//handle/1/735-
dc.description.abstractFraming failure as constructive can help students engage in design practices. This case study examines the role of failure in a middle school human-centered robotics curriculum. Constructive failures are scaffolded failures that build a base for solving engineering design problems. This research explores constructive failure as an asset for learning through iterative design and considers the role of the facilitator in providing space for and supporting constructive failure experiences.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.title“Things are Made to Fail”: Constructive Failures in a Middle School Robotics Curriculumen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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