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To be successful in their future careers, students must be able to process information, devise creative solutions, and apply previous knowledge to new situations. Learning through only traditional teaching practices that rely heavily on lecture format and memorization is insufficient to prepare students for the future. Interactive project-based learning that experiences productive failure provides the opportunity for students to problem-solve novel topics and potentially fail at finding the solution. Through explanation, elaboration, comparison of iterations, refinement, and implementations, students can be more prepared to solve future problems. Our study examined the benefits of productive failure on high school students from both formal and informal learning environments working in collaborative teams to design and create 3D plant models. This STEAM project integrates science, design, and technology through innovative learning experiences in plant and agricultural science using emergent technologies. This learning experience encourages students to work together in collaborative teams of self-identified science, technophile, and art students to create 3D models of plants used in research at the Donald Danforth Plant Science Center in St. Louis, MO. Students learn about scientific research, the importance of plants in our society, and practice science communication skills. To create the 3D models, students must learn-by-doing to become proficient in using previously unfamiliar 3D modeling software where their teachers are merely facilitators. Students become active participants in their own learning by overcoming challenges through research, troubleshooting, teamwork, and perseverance. We used a mixed-method assessment approach comparing pre- and post-reflection questions. Students experience many challenges with learning the 3D model programs. They reported that they overcame difficulties working with the 3D modeling programs primarily through help from others and consulting outside resources, such as YouTube videos, as well as through continued effort. Students indicated that they faced challenges when creating their models but recognized that this project was a learning experience. Productive failure through the process of struggling and learning from one’s mistakes can encourage positive learning outcomes and give students a better ability to overcome future challenges.
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“Two Sides of the Same Coin”: Benefits of Science–Art Collaboration and Field Immersion for Undergraduate Research Experiences
This study examined how incorporating art into an upper-level undergraduate field-based ecology research course influenced students’ communication and collaboration skills, their career goals, and how they conceptualized the scientific method. Student pairs designed an independent research study that used artwork and a scientific research poster to disseminate their findings at an end-of-term exhibit. Students enrolled in either a local or a (subsidized) travel abroad section of the course. Students in both sections found new or deeper connections between art and science, developed a more sophisticated understanding of the science method, became more confident with their science skills, and reported an expanded perspective on their future careers (often including field work and a wider geographic job search). Science–art student teams indicated they wanted more opportunities for collaborative work in the future, and that their final products were more professional due to their collaborations, as compared to science–science teams. Additionally, the travel abroad students benefitted from experiencing new ecosystems and cultures, from working with science and art professionals from other countries, and from working in an isolated field station without distractions.
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- Award ID(s):
- 1707867
- PAR ID:
- 10537304
- Publisher / Repository:
- MDPI
- Date Published:
- Journal Name:
- Education Sciences
- Volume:
- 14
- Issue:
- 6
- ISSN:
- 2227-7102
- Page Range / eLocation ID:
- 620
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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To be successful in their future careers, students must be able to process information, devise creative solutions, and apply previous knowledge to new situations. Learning through only traditional teaching practices that rely heavily on lecture format and memorization is insufficient to prepare students for the future. Interactive project-based learning that experiences productive failure provides the opportunity for students to problem-solve novel topics and potentially fail at finding the solution. Through explanation, elaboration, comparison of iterations, refinement, and implementations, students can be more prepared to solve future problems. Our study examined the benefits of productive failure on high school students from both formal and informal learning environments working in collaborative teams to design and create 3D plant models. This STEAM project integrates science, design, and technology through innovative learning experiences in plant and agricultural science using emergent technologies. This learning experience encourages students to work together in collaborative teams of self-identified science, technophile, and art students to create 3D models of plants used in research at the Donald Danforth Plant Science Center in St. Louis, MO. Students learn about scientific research, the importance of plants in our society, and practice science communication skills. To create the 3D models, students must learn-by-doing to become proficient in using previously unfamiliar 3D modeling software where their teachers are merely facilitators. Students become active participants in their own learning by overcoming challenges through research, troubleshooting, teamwork, and perseverance. We used a mixed-method assessment approach comparing pre- and post-reflection questions. Students experience many challenges with learning the 3D model programs. They reported that they overcame difficulties working with the 3D modeling programs primarily through help from others and consulting outside resources, such as YouTube videos, as well as through continued effort. Students indicated that they faced challenges when creating their models but recognized that this project was a learning experience. Productive failure through the process of struggling and learning from one’s mistakes can encourage positive learning outcomes and give students a better ability to overcome future challenges.more » « less
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3390/educsci14060620
