THE ROLE OF ERROR-BASED LEARNING IN THE EDUCATIONAL PROCESS

Abstract

This paper discusses one of the most significant challenges of the modern educational system — the transformation of mistakes from negative academic indicators into productive learning resources. It thoroughly examines the theoretical foundations of error-based learning, which are grounded in the constructivist approach, Carol Dweck’s theory of the “growth mindset,” and metacognitive principles. The article also analyzes the typology of errors (procedural, conceptual, and mechanical) and their role in the process of differentiated instruction. Special attention is devoted to the pedagogical strategy of the “intentional mistake,” in which the teacher deliberately provides students with inaccurate information in order to stimulate their critical thinking, inquiry, and argumentative reasoning. The paper argues that creating a supportive and analytical environment toward mistakes not only reduces fear of learning but also promotes the construction of deep and stable conceptual knowledge, transforming the student from a passive recipient into an active researcher.