{"id":8025,"date":"2026-09-17T07:00:29","date_gmt":"2026-09-17T05:00:29","guid":{"rendered":"https:\/\/blogs.uni-bremen.de\/wissenswert\/?p=8025"},"modified":"2026-09-10T10:06:36","modified_gmt":"2026-09-10T08:06:36","slug":"error-cultur-2609","status":"publish","type":"post","link":"https:\/\/blogs.uni-bremen.de\/wissenswert\/en\/teaching-and-learning\/good-practice-en\/error-cultur-2609\/","title":{"rendered":"Learning from Mistakes: Fostering a Positive Error Culture in Teaching"},"content":{"rendered":"\n

by Julie Direnga \u2014 Image: Katrin Bolovtsova \/ Pexels<\/p>\n\n\n\n

Mistakes are an underappreciated resource for formal learning at universities. When handled correctly, they can spark curiosity, boost motivation, and foster a deeper understanding of the subject matter. However, they also carry the risk of discouraging students, fueling self-doubt, and promoting superficial learning.<\/strong><\/p>\n\n\n\n

Whether a mistake helps or hinders a student depends on several factors. Some are beyond the instructor\u2019s control, such as a student’s prior knowledge, cognitive abilities, individual goals, and self-concept. Others, however, can be shaped by the teacher\u2014specifically the error climate (the general approach to mistakes in the learning environment) and the instructional methods used. How can one support an error-positive learning climate, and which instructional approaches are most effective?<\/p>\n\n\n\n

Error culture and the concept of error<\/h2>\n\n\n\n

Error culture refers to how mistakes are handled, assessed, and addressed. While a teacher won\u2019t be able to change societal attitudes toward failure, they can effectively shape the culture within the microcosm of their own course. By recognizing societal patterns\u2014including their own\u2014instructors can better manage reactions to mistakes and facilitate the learning process.<\/p>\n\n\n\n

To establish a productive error culture, we first need a clear definition of what an „error“ is. Amy Edmondson defines errors as \u201cunintentional deviations from prespecified standards.\u201d (Edmondson 2024, 20). This emphasis on intent explicitly distinguishes a mistake from a willful violation of rules. In an educational context, an action is generally classified as a mistake if it deviates from a defined learning outcome (the target state), is judged as incorrect by the teacher, and was unintentional (Steuer 2014).<\/p>\n\n\n\n

It\u2019s also important to note that errors are different from failures<\/strong> or setbacks<\/strong>. While a failure is a final state that falls short of a goal, an error is an action that may<\/em> lead to failure but does not necessarily do so. For example, some errors can be corrected before failure occurs (such as retaking an exam), or they may be tolerated within a certain margin of success (such as passing a math exam despite a calculation error). <\/p>\n\n\n\n

Furthermore, we distinguish between errors<\/strong> (where the student has the knowledge but does not apply it effectively) and misconceptions<\/strong> (where the knowledge is entirely lacking). Because misconceptions provide essential clues about gaps in knowledge, it is helpful in a teaching context to group both under the term \u201cerror.\u201d<\/p>\n\n\n\n

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Image: Alvaro Montoro \/ Unsplash (supplemented by Julie Direnga)<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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While careless errors offer less learning potential because they stem from a lack of concentration rather than understanding, they still warrant analysis (ibid.). Errors of understanding often masquerade as careless mistakes, especially when they occur repeatedly.<\/p>\n<\/div>\n<\/div>\n\n\n\n

Ultimately, errors are a prerequisite for innovation and learning because they reveal which approaches do not work (ibid.). If we want students to take these exploratory risks, the consequences of making a mistake must not be more severe than the consequences of not trying. This makes a supportive error culture indispensable.<\/p>\n\n\n\n

Error culture within the course<\/h2>\n\n\n\n

The aspects of error culture that an instructor can control rest on two interdependent pillars:<\/p>\n\n\n\n

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  1. Supportive Climate<\/li>\n\n\n\n
  2. Didactic Approaches<\/li>\n<\/ol>\n\n\n\n

    An error-friendly climate supports the success of error-positive teaching methods. Conversely, using these methods can normalize the way errors are handled, which in turn improves the climate. The instructor\u2019s own attitude toward mistakes is central to both.<\/p>\n<\/div>\n\n\n\n

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    Error Culture \u2013 Image: \u00a9 Julie Direnga<\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n

    The following sections outline measures to foster a learning-friendly climate and present error-positive didactic methods. These examples focus on STEM fields (Science, Technology, Engineering, and Mathematics) but can be adapted to other disciplines.<\/p>\n\n\n\n

    Creating a positive learning environment<\/h2>\n\n\n\n

    The goal of a positive learning environment is for mistakes to spark curiosity and ambition rather than fear or shame. This requires psychological safety, which is achieved through clear communication, modeling fallibility<\/strong>, and responding appropriately<\/strong> to mistakes.<\/p>\n\n\n\n

    To foster a culture where mistakes are valued, several strategies can be employed:<\/p>\n\n\n\n

    Discuss the value of mistakes early on and establish clear rules.<\/summary>\n