Abstract
Museum educators play a major role in how visitors’ experience failure moments during STEM-related activities. The purpose of this study was to explore how museum educators co-constructed iteration through failure moments with visitors during an engineering activity. Utilizing an instrumental case study, we analyzed video data and one-on-one reflective meetings from five museum educators. Through our analysis, we highlight how educators and visitors are able to jointly attend, interpret, and respond to failures that leads to continuous improvements of the prototype and/or design process (i.e., iteration). The significance of this study lies in providing informal educators with approaches they can incorporate to support visitors during the failure-learning process, namely, strategies that develop visitors’ noticing skills around failure.
Published Version
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