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Learning by Mistake: Constructing the Conceptual Framework of Mistake Literacy
Journal article   Peer reviewed

Learning by Mistake: Constructing the Conceptual Framework of Mistake Literacy

Mary Jean Tecce DeCarlo and Zachary Cohen
RMLE online : research in middle level education, v 48(7), pp 1-19
09 Aug 2025
DOI: https://doi.org/10.1080/19404476.2025.2542672

Abstract

learner efficacy learning from mistakes middle level students Mistake literacy productive failure
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. For this concurrent mixed methods case study, the researchers constructed and tested a conceptual framework composed of the processes that mediate middle level students' inclination and ability to learn from their mistakes in an independent school. Using a mixed method design, the researchers developed a conceptual framework-heretofore referred to as "mistake literacy"-which was used to articulate the proximal and distal conditions that exert a meaningful influence on mistake-learning, resulting in a playbook to guide educators in elevating and embracing the vital role that mistakes play in the learning process. Fundamentally, the conceptual framework of mistake literacy-which is defined as a conceptual framework that functions as a roadmap to grow students' capacity and capability to recognize, react to, and repair their mistakes-is characterized as a sequential and recursive process that becomes increasingly accessible for students as they gain experience.

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