Are Students Emotional When They Fail During Making? Evidence From Various Settings

• In Event: 63.064 - Measuring the Impact of Emotions in Informal Learning Environments

Abstract

Objectives. This research initiatives investigates how educators and youth define and experience failure in maker-centered learning spaces. While some science professionals cite discomfort with failure as a key professional skill (Maltese & Simpson, 2017), the idea of failing at something or failing within a learning context remains uncomfortable in current educational and social settings (Guler, 2013; Riketta & Ziegler, 2007). In this broader research project, we explore the how failure manifests in maker-centered learning; for this poster we focus on the emotional experiences that youth and educators describe in reflecting on their making experiences.

Research context. Unburdened by the expectations of school or work, informal learning spaces have long been seen as opportunities for visitors, adults and youth alike, to explore, experiment and learn (Duke, 2010; Shouse et al, 2010). With this perspective in mind, many museums, summer camps, libraries and other informal programs have embraced maker pedagogy to encourage such interest and curiosity driven learning (Martin, 2015; Bevan, 2017). It is within this context that our research is situated, to explore the ways in which youth and educators define and experience the idea of failure; or when the outcome does not match the expectations of the maker.

Theoretical framework. Failure does tend to have negative connotations for both youth and educators. However, within the making context, there is momentum to encourage failure to be re-framed as a step in the process (iterative, a draft) rather than an end-state (e.g., Ryoo, Bulalacao, Kekelis, McLeod, & Henriquez, 2015).

Data sources and analysis. Data was collected in three settings; a middle school, summer camps held at a science museum, and a drop-in making program at a science museum. Youth ages 9-15 years of age (n=133) were interviewed following participating in a making experience; educators (n=30) were interviewed at a later date. Interviews were transcribed and coded through multiple analyses: a first round of coding determined their views on failure (as enhancing, debilitating, mosaic and fluid; e.g. Haimovitz & Dweck, 2017), and a second round to determine how individual, social, contextual, and cultural factors influence youth’s report of their emotions.

Results. Similar to findings in other educational settings, youth reported little emotional variability in situations where they felt they had been successful; in situations where personal, social or external expectations were significant, emotions were rated higher and more volatile. However, a more significant finding for this field was the scant opportunities to even experience struggle or failure; maker activities were adult-led (or heavily adult-supported), left little youth freedom, or required significant independent problem solving.

Significance. Findings from this research have been iteratively shared with educators in these settings, and as a result have informed program planning and professional development. A primary finding from our initial survey of educators (Authors, 2018), and their subsequent learnings, is that without an intentional approach to responding to youth struggle and failure, educators themselves respond more emotionally and reactively, further heightening the event. Through further reflection and planning, educators can fortify their own emotional state to support students.

Authors

• Alice C. Anderson, Minneapolis Institute of Art

• Adam V. Maltese, Indiana University

• Amber Simpson, Binghamton University - SUNY