The significance of errors in the learning process. Two studies in Italian primary and secondary schools.

Soncini, A (Annalisa)¹, Matteucci, M. C. (Maria Cristina)^1
1University of Bologna, Filippo Re, 10, 40126, Bologna

 

Submission type

Oral only

Scheduled

Room 118, 11-07-2019, 09:00 - 10:30

Keywords

Errors, Learning process, Classroom climate, Primary school, Secondary school

Summary

Research on teachers’ handling of errors has shown that teachers using students’ errors as a tool for learning create a positive learning environment, that in turn may foster students’ adaptive reactions towards errors and adaptive students’ error beliefs. Both variables are linked with better achievement (Steur, Tulis & Dresel, 2015).

The aim of this research is to study the effects of a constructive use of errors, during the learning process, on pupils’ adaptive reactions towards errors (Study 1) and on students’ beliefs about errors (study 2). Participants were Italian primary (N=308) and secondary (N=280) school students. The instrument included the Perceived error climate questionnaire, the Adaptive reactions to errors scale and the Errors belief scale.

The main results showed that perceiving errors as an important part of the lesson and analysing them during the lesson, influences significantly both pupils’ emotional-motivational and behavioural reaction to errors (β= .465, p< .01) as well as students’ beliefs (β= .624, p< .01).

The results of the present study have worthy various practical implications for teacher training, since teachers may have a pivotal role in fostering students learning by promoting reflection on errors, adopting adaptive error-handling strategies and establishing a positive error climate in classroom.

Auteurs