ABSTRACT
This chapter presents emergent ideas to explore what it means to look at maker-centered activities through both learning and a dispositional lens. It discusses opportunities that may help shape the field of maker education by focusing on thinking, learning, and understanding. It intentional about choice of the words making and maker, and give each its own connotation. The chapter uses making to refer to the general human activities of creating, building, designing, and tinkering. Advocates praise the possibilities and potentials of making to ignite a new system of democratized manufacturing, to inspire a shift from a consumer to a producer mentality. To instil within the next generation of young people a renewed interest in the science, technology, engineering, and mathematics (STEM) professions. Schools are building out or repurposing spaces for making-centered activities. Across the country educators, policy makers, and researchers alike are beginning to investigate the tools, tricks, and trends of the maker trade.
