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What students do when encountering failure in collaborative tasks
Experiences of failure can provide valuable opportunities to learn, however, the typical classroom does not tend to function from an orientation of learning from failure. Rather, educators aim to teach accurate information as efficiently as possible, with the main goal for students to be able to pro...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Nature Publishing Group UK
2019
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6544644/ https://www.ncbi.nlm.nih.gov/pubmed/31231542 http://dx.doi.org/10.1038/s41539-019-0045-1 |
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author | Lam, Rachel |
author_facet | Lam, Rachel |
author_sort | Lam, Rachel |
collection | PubMed |
description | Experiences of failure can provide valuable opportunities to learn, however, the typical classroom does not tend to function from an orientation of learning from failure. Rather, educators aim to teach accurate information as efficiently as possible, with the main goal for students to be able to produce correct knowledge when called for, in the classroom and beyond. Alternatively, teaching for failure requires instructional designs that function out of a different paradigm altogether. Failures can occur during activities like problem solving, problem posing, idea generation, comparing/contrasting cases, or inventing formalisms or pattern-based rules. We present findings from a study done in fourth-grade classes on environmental sustainability that used a design allowing for failures to occur during collaboration. These center on dialogs that included “micro-failures,” where we could address how students deal with failure during the process of learning. Our design drew from “productive failure,” where students are given opportunities to fail at producing canonical concepts before receiving explicit instruction, and unscripted collaborative learning, where students engage in collaboration without being directed in specific dialogic moves. By focusing on failures during an unscripted collaborative process, our work achieved two goals: (1) We singled out occurrences of failure by analyzing students’ dialogs when they encountered impasses and identified several behaviors that differentially related to learning; (2) We explored how the form of task design influences the collaborative learning process around failure occurrences, showing the potential benefits of more structured tasks. |
format | Online Article Text |
id | pubmed-6544644 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Nature Publishing Group UK |
record_format | MEDLINE/PubMed |
spelling | pubmed-65446442019-06-21 What students do when encountering failure in collaborative tasks Lam, Rachel NPJ Sci Learn Article Experiences of failure can provide valuable opportunities to learn, however, the typical classroom does not tend to function from an orientation of learning from failure. Rather, educators aim to teach accurate information as efficiently as possible, with the main goal for students to be able to produce correct knowledge when called for, in the classroom and beyond. Alternatively, teaching for failure requires instructional designs that function out of a different paradigm altogether. Failures can occur during activities like problem solving, problem posing, idea generation, comparing/contrasting cases, or inventing formalisms or pattern-based rules. We present findings from a study done in fourth-grade classes on environmental sustainability that used a design allowing for failures to occur during collaboration. These center on dialogs that included “micro-failures,” where we could address how students deal with failure during the process of learning. Our design drew from “productive failure,” where students are given opportunities to fail at producing canonical concepts before receiving explicit instruction, and unscripted collaborative learning, where students engage in collaboration without being directed in specific dialogic moves. By focusing on failures during an unscripted collaborative process, our work achieved two goals: (1) We singled out occurrences of failure by analyzing students’ dialogs when they encountered impasses and identified several behaviors that differentially related to learning; (2) We explored how the form of task design influences the collaborative learning process around failure occurrences, showing the potential benefits of more structured tasks. Nature Publishing Group UK 2019-05-31 /pmc/articles/PMC6544644/ /pubmed/31231542 http://dx.doi.org/10.1038/s41539-019-0045-1 Text en © The Author(s) 2019 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/. |
spellingShingle | Article Lam, Rachel What students do when encountering failure in collaborative tasks |
title | What students do when encountering failure in collaborative tasks |
title_full | What students do when encountering failure in collaborative tasks |
title_fullStr | What students do when encountering failure in collaborative tasks |
title_full_unstemmed | What students do when encountering failure in collaborative tasks |
title_short | What students do when encountering failure in collaborative tasks |
title_sort | what students do when encountering failure in collaborative tasks |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6544644/ https://www.ncbi.nlm.nih.gov/pubmed/31231542 http://dx.doi.org/10.1038/s41539-019-0045-1 |
work_keys_str_mv | AT lamrachel whatstudentsdowhenencounteringfailureincollaborativetasks |