Abstract
The maker movement has swept across the country over the last decade as a means to ignite creativity and support STEM (science, technology, engineering, and math) education (e.g., CitationNYSCI 2013; CitationPeppler and Bender 2013; CitationHoney and Kanter 2013; CitationSheridan et al. 2014), bring a renewed sense of relevance to school curricula (e.g., CitationWardrip and Brahms 2014, Citation2016), and support the development of innovative and entrepreneurial skills (e.g., CitationBenton et al. 2013). Making may be thought of as building or adapting objects using real tools and real materials and engaging learners in the process of using these tools and materials. It is rare to visit a science center or children’s museum without seeing a space dedicated to making. Schools, too, have looked to the promise of physical and digital making to move traditional K–12 curricula in science and math toward engineering and technology.
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Author Contributions
Chip Lindsey ([email protected]) is director of education at the Pittsburgh Children’s Museum in Pittsburgh, Pennsylvania.
Lisa Brahms ([email protected]) is director of learning and research at the Pittsburgh Children’s Museum in Pittsburgh, Pennsylvania.
Kathryn Koffler ([email protected]) is manager of Making Spaces at the Pittsburgh Children’s Museum in Pittsburgh, Pennsylvania.
Additional information
Notes on contributors
Chip Lindsey
Chip Lindsey ([email protected]) is director of education at the Pittsburgh Children’s Museum in Pittsburgh, Pennsylvania.
Lisa Brahms
Lisa Brahms ([email protected]) is director of learning and research at the Pittsburgh Children’s Museum in Pittsburgh, Pennsylvania.
Kathryn Koffler
Kathryn Koffler ([email protected]) is manager of Making Spaces at the Pittsburgh Children’s Museum in Pittsburgh, Pennsylvania.