Abstract
Iteration and improvement are important attributes of design, tacitly indicating that failure is also a part of the process. There are different conceptions of failure in engineering contexts than in other academic settings. Therefore, for beginning designers, these failure experiences may be perceived as mishaps, lowering confidence or interest. Given the seeming disconnect between the nature of design and the goal to foster design identities, it is important to understand experiences of failure and key elements in making failure a learning experience while designing. To map, assess, and synthesize findings related to failure experiences, a systematized literature review was conducted using the EBSCO Education Source database and conference proceedings from the American Society of Engineering Education and IEEE Frontiers in Education annual conferences. Search terms included variants of “failure” and STEM or design education. Thirty-five articles were identified with primary source investigations of failure in the classroom and included in the thematic synthesis. Key findings highlight varied interpretations of failure, even in design, student reactions to failure experiences, failure as a mechanism to uncover key concepts and promote reflection, and the importance of a safe climate for encountering failure.
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Appendices
Appendix 1
EBSCO Education Source Search Query (Conducted December 5, 2019)
# | Query |
---|---|
S1 | "productive failure" OR "failure" OR "impasse" OR DE "Failure (Psychology)" |
S2 | DE "Science education" OR DE "Science education (Elementary)" OR DE "Science education (Middle school)" OR DE "Science education (Secondary)" OR DE "Science education (Higher)" OR DE "Computer science education" OR DE "Science classrooms and equipment") OR DE "Technology education" OR DE "Technology education (Middle school)" OR DE "Technology education (Secondary)" OR DE "Technology education (Higher)" OR DE "Engineering education" OR DE "Engineering education in elementary schools" OR DE "Engineering education in universities and colleges" OR DE "Mathematics education" OR DE "Mathematics education (Elementary)" OR DE "Mathematics education (Middle school)" OR DE "Mathematics education (Secondary)" OR DE "Mathematics education (Higher)" OR DE "Design education" OR DE "Design education in elementary schools" OR DE "Design education in secondary schools" OR DE "Design education in universities & colleges" OR DE "Engineering design education" OR DE "Engineering design education in elementary schools" OR DE "Engineering design education in secondary schools" OR DE "Engineering design education in universities & colleges" OR DE "STEM education" OR DE "STEAM education" OR DE "Problem Solving" |
S3 | "learning" OR "instruction" OR "education" |
S4 | S1 AND S2 AND S3 |
Limiters – | |
Publication Type: Academic Journal, Conference Paper, Conference Proceeding; | |
Language English |
Appendix 2
Data Extraction Form Elements
Study Identification
-
Title
-
Authors
-
Year of Publication
Study Context
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Grade Level: Elementary, Middle School, High School, Undergraduate
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Discipline Area: Science, Technology, Engineering, Math, design, unspecified
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Failure approach: Enacted Failure, Psychological
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If project-related: Collaborative, Individual, Not Applicable
-
Describe the Context
Research Design
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Theoretical Framework
-
Qualitative or Quantitative
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Study Design (e.g., experimental, quasi-experimental, or qualitative methodology used)
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Sample Size: Students n, Teachers n
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Information Sources (i.e., what scales or variables were used)
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How are Outcomes Measured?
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Analysis Methods (e.g., open coding, MANCOVA)
-
Key Findings
-
Failure leads to…
-
Threats to Study
-
Quality Assessment: Good, Great, Excellent
-
Notes/Connections
Appendix 3
Literature on Failure in K-16 STEM or Design Education
Article | Grade level | Discipline | Sample | Research Designa |
---|---|---|---|---|
Akatugba and Wallace (2009) | High | S | 6 | QUAL |
Berglund et al. (2009) | Undergrad | E | 16b | QUAL |
DiNapoli (2018) | High | M | 10 | QUAN/qual |
DiNapoli (2019) | High | M | 10 | QUAN/qual |
Fouché (2013) | High | S | 3 | QUAL |
García et al. (2019) | Elementary | M | 524 | QUAN |
Hutchison-Green et al. (2008) | Undergrad | E | 12 | QUAL |
Jacobson et al. (2017) | High | S | 110 | QUAN/qual |
Kapur (2008) | High | S | 309 | QUAN/qual |
Kapur (2010) | Middle | M | 75 | QUAN + qual |
Kapur (2011) | Middle | M | 109 | QUAN |
Kapur (2012) | High | M | 133 | QUAN |
Kapur (2014a) | Middle | M | 136 | QUAN |
Kapur (2014b) | High | M | 186 | QUAN |
Kapur and Bielaczyc (2012) | Middle | M | 302 | QUAN/qual |
Kapur and Kinzer (2009) | High | S | 177 | QUAN |
Liu (2015) | Middle | S | 69 | QUAN |
Loibl and Leuders (2019) | Elementary | M | 196c | QUAN |
Loibl and Rummel (2014) | High | M | 279 | QUAN |
Lottero-Perdue and Parry (2015) | Elementary | E | 108b, 14b | QUAL + quan |
Lottero-Perdue and Parry (2017a) | Elementary | E | 74b, 10b | QUAL + quan |
Lottero-Perdue and Parry (2017b) | Elementary | E | 254b, 38b | QUAL + quan |
Matlen and Klahr (2013) | Elementary | S | 52c | QUAN |
Pan et al. (2010) | Undergrad | T | 65, 45 | QUAN → qual |
Pantziara and Philippou (2015) | Elementary | M | 321 | QUAN |
Pathak et al. (2011) | High | S | 4 | QUAL |
Plenty and Heubeck (2013) | Middle | M | 519c | QUAN |
Sawyer (2019) | Undergrad | Design | 33b | QUAL |
Sleezer et al. (2016) | Undergrad | E | 21 | QUAL |
Song (2018) | Elementary | S | 53 | QUAN / qual |
Sorvo et al. (2017) | Elementary | M | 1,327 | QUAN |
Trenshaw et al. (2014) | Undergrad | E | 37, 8 | QUAL |
Trueman (2014) | Undergrad | S | 26 | QUAN |
Upadyaya et al. (2012) | Elementary | M | 69 | QUAN |
Westermann and Rummel (2012) | Undergrad | M | 59c | QUAN / qual |
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Jackson, A., Godwin, A., Bartholomew, S. et al. Learning from failure: A systematized review. Int J Technol Des Educ 32, 1853–1873 (2022). https://doi.org/10.1007/s10798-021-09661-x
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DOI: https://doi.org/10.1007/s10798-021-09661-x