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The recent pandemics and social movements call for the need to pause and rethink our relationship with more-than-human worlds, particularly our activities in relation to the land. In our work as a team of Indigenous and non-Indigenous researchers, educators, and designers, we explored how land-based pedagogy can contribute to a transformative learning experience for sixth graders through disrupting the dominant ways of knowing and relating to the land. Specifically, our work is guided by the research question: how do learners express relationship with the land in the restorying of their river trip experience? We share data from thirty-nine sixth-grader participants who completed a restorying project about their cross-cultural river trip and reflected on these experiences through interviews. Our findings present three cases that illustrate how sixth graders demonstrate different forms of interacting and relating with the land. We discuss insights regarding students' land-based experiences as well as restorying as a practice to restore relationships with the land-based pedagogical approach. [ABSTRACT FROM AUTHOR]

Highlights • An exploration of productive failure in open-ended design activities is proposed. • Two cases are used to illustrate productive failure in open-ended design with electronic textiles materials. • Findings provide insights to the significant role of feedback from physical artifacts make in mediating failure in open-ended design tasks. Abstract Research on productive failure has examined the dimensions which are most beneficial for students' learning of well-defined canonical problems in math and science. But failure plays an equally important role in solving open-ended, or ill-defined, design problems that have become prominent in many STEM-oriented maker activities. In understanding the role of failure in open-ended design tasks, we draw on Kapur's conceptualization of productive failure and connect it to research on the role of construction in learning. We report on findings from an eight-week long workshop with 16 high school freshmen (13–15 years) who engaged in an open-ended design task with electronic textile materials. In electronic textile design tasks, a small computer, sensors, and actuators are stitched together with conductive thread to create a circuit. Our analysis focused on students' debriefing interviews addressing two questions: (1) What range of debugging challenges do youth report encountering when creating e-textiles? and (2) How do youth draw upon the available tools and materials to generate and implement solutions to these challenges? In the discussion, we address how our findings from examining open-ended e-textiles design challenges, students' perceptions on failure, and their resolutions contribute to the growing work on productive failure as a learning design with applicability to open-ended design tasks. [ABSTRACT FROM AUTHOR]