In an effort to interest more students in science, technology, engineering, and mathematics classes (STEM), more school systems have implemented maker education in the formal school setting. However, many teachers assigned to implement the maker curricula met difficulties due to their unfamiliarity with the maker mindset and lack of the…

In this paper, I describe the iterative development of my perspectives on scaffolding and problem-based learning through interactions with other scholars and research. Such influences include doctoral experiences, funded projects, and exposures to research from a variety of traditions.