Collaborative Research: EAGER: MAKER: Studying the Role of Failure in Design and Making

合作研究：EAGER：MAKER：研究失败在设计和制作中的作用

• 批准号: 1623452
• 负责人: Adam Maltese
• 金额: $ 18.43万
• 依托单位: Indiana University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-10-01 至 2019-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1623452&HistoricalAwards=false
• 关键词: Collaborative; Research; EAGER; MAKER; Studying

While the term 'failure' brings to mind negative associations, there is a current focus on failure as a driver of innovation and development in many professional fields. It is also emerging from prior research that for STEM professionals and educators, failure plays an important role in designing and making to increase learning, persistence and other noncognitive skills such as self-efficacy and independence. By investigating how youth and educators attend to moments of failure, how they interpret what this means, and how they respond, we will be better able to understand the dynamics of each part of the experience. The research team will be working with youth from urban, suburban and rural settings, students from Title I schools or who qualify for free/reduced-price lunches, those from racial and ethnic minority groups, as well as students who are learning English as a second language. These youth are from groups traditionally underrepresented in STEM and in making, and research indicates they are more likely to experience negative outcomes when they experience failure.The intellectual merit of this project centers on establishing a baseline understanding of how failure in making is triggered and experienced by youth, what role educators play in the process, and what can be done to increase persistence and learning, rather than failure being an end-state. The research team will investigate these issues through the use of qualitative and quantitative research methods. In particular, the team will design and evaluate the effectiveness of interventions on increasing the abilities of youth and educators in noticing and responding to failures and increasing positive (e.g., resilience) outcomes. Research sites are selected because they will allow collection of data on youth from a wide range of backgrounds. The research team will also work to test and revise their hypothesized model of the influence of factors on persistence through failures in making. This project is a part of NSF's Maker Dear Colleague Letter (DCL) portfolio (NSF 15-086), a collaborative investment of Directorates for Computer & Information Science & Engineering (CISE), Education and Human Resources (EHR) and Engineering (ENG).

虽然“失败”一词会让人联想到负面联想，但目前人们关注的焦点是失败是许多专业领域创新和发展的驱动力。以前的研究也表明，对于STEM专业人员和教育工作者来说，失败在设计和制定增加学习、毅力和其他非认知技能(如自我效能感和独立性)方面发挥着重要作用。通过调查年轻人和教育工作者如何处理失败的时刻，他们如何解释这意味着什么，以及他们如何回应，我们将能够更好地理解经历的每一个部分的动态。研究小组将与来自城市、郊区和农村的青年、第一标题学校的学生或有资格享受免费/降价午餐的学生、来自种族和少数民族群体的学生以及将英语作为第二语言学习的学生合作。这些年轻人来自STEM和Making中传统上代表性较低的群体，研究表明，当他们经历失败时，他们更有可能经历负面结果。该项目的智力优势集中在建立一个基线，了解年轻人是如何触发和经历Making失败的，教育者在这个过程中扮演什么角色，以及可以做些什么来增加毅力和学习，而不是失败是一种结束状态。研究小组将通过使用定性和定量的研究方法来调查这些问题。特别是，该小组将设计和评估干预措施的有效性，以提高青年和教育工作者注意和应对失败的能力，并增加积极的(例如，复原力)成果。之所以选择研究网站，是因为它们将允许收集来自各种背景的青年数据。研究小组还将致力于测试和修订他们的假设模型，即通过制造过程中的失败来影响因素对持久性的影响。这个项目是NSF的Maker Dear Coreat Letter(DCL)投资组合(NSF 15-086)的一部分，该投资组合由计算机与信息科学与工程(CEISE)、教育与人力资源(EHR)和工程(ENG)的董事合作投资。