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Making is More Than Just Making!
A Process-Based Approach to Learning
Traditional education has long been centered on knowledge transmission and standardized assessment. However, research in cognitive science, psychology, and pedagogy has shown that deep learning is not just about memorizing facts, it emerges through active knowledge construction and problem-solving (Bruner, 1961; Vygotsky, 1978).
This article argues that making (understood as an iterative process of exploration, reflection, and improvement) is a fundamental principle present in all subjects. Instead of viewing education as a linear path with a fixed endpoint, we should embrace it as a dynamic process that fosters creativity, critical thinking, and self-regulation. This approach better prepares students for an unpredictable and complex world (Sawyer, 2018).
By examining how making processes are embedded within various disciplines and how educators can leverage these processes pedagogically, we can move toward more effective, engaging, and meaningful learning experiences. Theoretical frameworks such as heutagogy (Hase & Kenyon, 2000), constructivist learning (Piaget, 1952), and sociocultural theory (Vygotsky, 1978) provide the foundation for this argument.
- Theoretical Foundations: From Knowledge Transfer to Knowledge Construction
