CAJ | 학술논문

在大众印象中，创客行动近来获得了诸多关注。创客文化已经变成一种表达创新和共同发展的方式，这一热潮导致全美（全世界）大量创客空间的出现。广义上，创客行动指越来越多的人在日常生活中参与到人工制品的创造性制作中，并通过实体或数字的讨论空间与他人分享创造过程和创造性产品。进步主义教育者和研究者关于创造在学习中的角色已经讨论了数十年。建构主义是一种支持将创客行动聚焦于问题解决以及数字化和实物制造的学习理论。在正式和非正式学习空间中使用具体工具和程序是派珀特建构主义的实例化。在教育的大背景下，创客行动的影响得到空间和地域的极大拓展。创客行动跨越了正式学习和非正式学习的鸿沟，创建了一个在研究和实践上理解学习和学校教育两个相关却独立概念的机会。但是，高等教育中对于学习空间和非正式学习情境的重构面临着一些不可回避的问题。创客行动必将遭遇一系列结构化的挑战，包括访问、规模和人员配备的问题。对于那些深深投入创客行动的人来说，最大恐慌是将创造制度化——这将阻止创新、发明及企业精神的出现。只有不把创造的定义局限于一系列帮助提升正规学校教育知识的活动，创造的民主化才能实现。
재대음인상중，창객행동근래획득료제다관주。창객문화이경변성일충표체창신화공동발전적방식，저일열조도치전미（전세계）대량창객공간적출현。엄의상，창객행동지월래월다적인재일상생활중삼여도인공제품적창조성제작중，병통과실체혹수자적토론공간여타인분향창조과정화창조성산품。진보주의교육자화연구자관우창조재학습중적각색이경토론료수십년。건구주의시일충지지장창객행동취초우문제해결이급수자화화실물제조적학습이론。재정식화비정식학습공간중사용구체공구화정서시파박특건구주의적실례화。재교육적대배경하，창객행동적영향득도공간화지역적겁대탁전。창객행동과월료정식학습화비정식학습적홍구，창건료일개재연구화실천상리해학습화학교교육량개상관각독립개념적궤회。단시，고등교육중대우학습공간화비정식학습정경적중구면림착일사불가회피적문제。창객행동필장조우일계렬결구화적도전，포괄방문、규모화인원배비적문제。대우나사심심투입창객행동적인래설，최대공황시장창조제도화——저장조지창신、발명급기업정신적출현。지유불파창조적정의국한우일계렬방조제승정규학교교육지식적활동，창조적민주화재능실현。
The maker movement has garnered a lot of recent attention in the popular imagination. It refers broadly to the growing number of people who are engaged in the creative production of artifacts in their daily lives and who find physical and digital forums to share their processes and products with others. Maker culture now has become a way to express creative and communal drive, and this excitement has led to an explosion of Makerspaces around the United States (and the world) across a range of instructional environments. The theory of learning that undergirds the maker movement's focus on problem solving and digital and physical fabrication is constructionism. Specific tools and programs that have been used in both formal and informal learning spaces are instantiations of Papert's constructionism. The influence of the maker movement can be seen across a broad range of spaces and places under the education umbrella. The maker movement stretches across the formal/informal instructional divide, creating an opportunity in research and in practice to understand learning and schooling as related but independent concepts. The trend of remaking learning spaces in higher education and informal learning settings has generated inevitable questions in the formal context. To be sure, it will run up against a range of structural challenges, including questions of access, scale, and staffing. Perhaps the greatest fear on the part of those deeply invested in the maker movement is that attempts to institutionalize making-will quash the emergence, creativity, innovation, and entrepreneurial spirit that are hallmarks of the "maker revolution". However, democratization may only be accomplished if we move beyond conceptualizing making exclusively as a series of activities that can help improve K-12 students' formal schooling knowledge.