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Learning by mistake: constructing the conceptual framework of mistake literacy through a mixed methods case study
Dissertation   Open access

Learning by mistake: constructing the conceptual framework of mistake literacy through a mixed methods case study

Zachary Cohen
Doctor of Education (Ed.D.), Drexel University
Jun 2023
DOI:
https://doi.org/10.17918/00001632
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Abstract

Learner efficacy Learning from mistakes Education, Secondary Mistake literacy Mistake making Productive failure
In an age widely defined by change, one thing is for sure: People will make mistakes. What is uncertain is whether people will learn from them. As common as mistake-making is, learning from mistakes is not common at all. Students who possess the want-to and know-how to learn from their mistakes are best positioned to avail themselves of what is most natural and unavoidable to the learning process-the process itself; however, most educational institutions produce students who are ill-equipped to recognize, react to, and repair their mistakes. Without a blueprint to guide this process, students will continue to prioritize less-optimal but mistake-free learning strategies. This concurrent mixed methods case study constructed and tested a conceptual framework composed of the processes that mediate middle grades students' inclination and ability to learn from their mistakes in a progressive independent school. Using quantitative, qualitative, and data integration procedures, this conceptual framework-heretofore referred to as "Mistake Literacy"-articulated the proximal and distal conditions that exert a meaningful influence on mistake-learning, resulting in a proverbial playbook to guide educators in elevating and embracing the vital role that mistakes play in the learning process. This study found that in a classroom dedicated to fostering such conditions, the student-teacher relationship serves as the fulcrum. Once the student-teacher relationship is firmly established, students are then poised to operationalize the suite of dispositions identified in this study, which facilitate their ability to place themselves in the optimal position to learn from their mistakes. These dispositions encompass cognitive engagement, intrinsic motivation, and metacognition, empowering students to maximize the benefits of the established conditions. Fundamentally, the conceptual framework of Mistake Literacy is characterized as a sequential and recursive process that becomes increasingly accessible for students as they gain experience.

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