Learning from Errors: Effects of Teachers Training on Students' Attitudes towards and their individual Use of Errors

Constructive error handling is considered an important factor for individual

learning processes. In a quasi-experimental study with Grades 6

to 9 students, we investigate effects on students’ attitudes towards errors

as learning opportunities in two conditions: an error-tolerant classroom

culture, and the first condition along with additional teaching of strategies

for analyzing errors. Our findings show positive effects of the errortolerant

classroom culture on the affective level, whereas students are

not influenced by the cognitive support. There is no evidence for differential

effects for student groups with different attitudes towards errors.