The Failure-Learning Process in Informal Museum Education: A Multiple-Case Study

• In Event: Innovation in Informal Learning Environments for Diverse Communities

Abstract

This study explores failure as a crucial step in the learning process within STEM. Failure is defined as an experience when the result does not match the expected outcome in the design activity. This study used an Attend-Interpret-Respond (AIR) framework, based on previous work (Authors, 2019), to explore how five informal museum educators supported iteration through failure moments with visitors during a making activity. Results of video analysis highlight five common pedagogical practices used by museum educators in these moments: questioning techniques, inviting attempts, affirmative statements, offering/providing hands-on support, and giving instructions/suggestions. We conclude that informal educators can use these skills to better support others in the failure-learning process and transform their practices.

Authors

• Andrew Osterhout, Binghamton University Research Foundation
  Presenting Author

• Amber Simpson, Binghamton University - SUNY
  Non-Presenting Author

• Alice C. Anderson, Minneapolis Institute of Art
  Non-Presenting Author

• Adam V. Maltese, Indiana University
  Non-Presenting Author