A Phenomenography Study of STEM Teachers’ Conceptions of Using Three-Dimensional Modeling and Printing (3DMP) in Teaching (original) (raw)
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STEM ACTIVITIES MADE WITH 3D PRINTER; THE EFFECT ON AWARENESS OF TEACHER CANDIDATES REGARDING ITS USE IN SCIENCE LESSONS, 2021
The inclusion of integrated structures and interdisciplinary relations in education and inclusion in course curricula in the world has become even more important with the prominence of STEM education in the world. STEM means the inclusion of project-based applications in education within an integrated structure with science, technology, mathematics and engineering activities. Motivation/Background: It is noted that the majority of STEM research in our country is focused on science education. The aim of this study is to investigate the effect of 3D printing STEM activities on teacher candidates ' awareness of their use in science course. Method: 37 science teacher candidates participated in the 7-week study. Qualitative research method was used in this study. Qualitative data was taken from the field notes and semi-structured interview. Results: Thanks to 3D STEM activities, teacher candidates achieved to create a realistic product by using their knowledge in different disciplines such as science, mathematics, technology, and engineering and 21st century skills. Conclusions: According to the results of the research, the usage of 3D printer in a science course creates awareness in teacher candidates in terms of three-dimensional thinking and learning experience.
Use of 3D Printers for Teacher Training and Sample Activities
International Journal of Progressive Education, 2021
The aim of this study was to determine the effects of 3D (3-dimensional) printing activities on preservice teachers' self-efficacy in technological pedagogical content knowledge (TPCK) and their views of 3D printing activities. The study sample consisted of 39 students of science education, classroom teaching and preschool teaching departments of the faculty of education. An exploratory sequential mixed method design was used. In the quantitative part, a one group pre-test post-test design was used, and data were analysed using statistical methods. In the qualitative part, phenomenology was used, and data were analysed using content analysis. Results showed that 3D printing activities improved participants' self-efficacy in TPCK. Participants stated that 3D printers helped them develop skills in many areas and that 3D printer teaching materials contributed to both learning and teaching. The majority of participants had positive views on the effect of 3D objects on learning. They stated that 3D objects turned abstract concepts into concrete visual representations, facilitated learning, made lessons enjoyable, provided learning retention, encouraged them to learn more about their fields, increased their interest, and helped them develop creative thinking and design skills, and thus, create different content-specific educational materials.
Using 3D Printing in Science for Elementary Teachers
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3D printing technology is an emerging educational technology that is becoming increasingly available in schools, public libraries, museums, and higher education institutions. Oftentimes, 3D printers are underutilized because instructors have a limited experience with this technology and do not know how to integrate it into curricula. This chapter describes how 3D printing technology can be (1) introduced in a science teacher preparation program as a means of engaging prospective elementary teachers in active, collaborative, problem-based learning and (2) integrated into an existing science curriculum. We designed a 3D Printing Science Project to model for prospective teachers a lesson that they could implement with their future students in the elementary science classroom. After completing the project, prospective teachers reported a moderately high usefulness and ease of use of 3D printing technology and significantly higher design thinking abilities and attitudes toward science and teaching science. An analysis of participants' project reflections, classroom discussions, and 3D printed objects provided a further insight into their collaborative design experiences.
School Science and Mathematics, 2021
Mathematical modeling is a critical component of the current K–12 mathematics, science, and technology and engineering (T&E) educational standards in the United States. However, mathematical modeling is often overlooked or underemphasized in integrative STEM lessons. This could be attributed to teachers’ limited content and pedagogical knowledge related to integrating mathematical modeling in integrative STEM lessons. Continual advances in technologies like 3D design and printing soft- ware and additive manufacturing processes now allow students to see abstract mathematical modeling concepts in contextualized and practical forms. Consequently, we examined changes in mathematics, science, and T&E teachers’ mathematical modeling knowledge and views resulting from a 1-day integrative professional development (PD) experience. The PD specifically focused on applying mathematical modeling concepts to design and 3D print solutions to integrative STEM lessons. A sample of 50 participating teachers reported increases in certain mathematical modeling knowledge areas, and a large percentage indicated they were more likely to implement mathematical modeling in their classrooms. The results from this study indicated that integrative PD could enhance teachers’ content knowledge, practices, and views about integrative STEM lessons including mathematical modeling and 3D printing. The findings from this study have implications for teachers, school districts, researchers, and professional development providers.
Education and Information Technologies, 2024
Research into teachers' concepts and changes over time in digital technologies is crucial for gaining insights into the factors that shape teachers' concepts of technologies and influence their use in the classroom. Numerous studies have indicated that the use of 3D modelling and printing (3DMP) contributes to the modernization of teaching and the achievement of student learning outcomes. Using a three-wave longitudinal study with the application of conceptual metaphors as a theoretical background, this study tracks teachers' concepts of 3DMP after training, three months, and after one year of teaching experience and provides insight into this area. The data for the study was collected from 74 secondary teachers and processed using a mixed-methods research approach. The findings show that as teachers gain experience, their views on using 3DMP in education evolve. The results include a shift in their perception of digital reliance, the pedagogical benefits, the potential for creative expression, and the sensitivity of 3D printing. The findings of our study suggest that teachers need continuous technical support at the beginning of their use of 3DMP in the classroom, so that the application of this technology can successfully contribute to the development of student creativity and knowledge. This research emphasizes the need for comprehensive ongoing support and targeted training to enable teachers to effectively integrate 3DMP into educational practices, while fostering creativity and addressing technical complexities. Furthermore, this research sheds light on teachers' views of 3DMP and has implications for developments in teacher training and courses, the 3DMP platform, software development, education policy, and the 3DMP industry.
Invited review article: Where and how 3D printing is used in teaching and education
Additive Manufacturing, 2019
The emergence of additive manufacturing and 3D printing technologies is introducing industrial skills deficits and opportunities for new teaching practices in a range of subjects and educational settings. In response, research investigating these practices is emerging across a wide range of education disciplines, but often without reference to studies in other disciplines. Responding to this problem, this article synthesizes these dispersed bodies of research to provide a state-of-the-art literature review of where and how 3D printing is being used in the education system. Through investigating the application of 3D printing in schools, universities, libraries and special education settings, six use categories are identified and described: (1) to teach students about 3D printing; (2) to teach educators about 3D printing; (3) as a support technology during teaching; (4) to produce artefacts that aid learning; (5) to create assistive technologies; and (6) to support outreach activities. Although evidence can be found of 3D printing-based teaching practices in each of these six categories, implementation remains immature, and recommendations are made for future research and education policy.
Investigating the Integration of 3D Printing Technologies in K-12 Schools
AERA Annual Meeting , 2018
As it makes its way into classrooms (Halverson & Sheridan, 2014; Kafai, Fields, & Searle, 2014), the Maker Movement arguably contributes to a positive shift in teaching practice (cf. claims in NMC & CoSN, 2015), originally prompted by the integration of information technology tools at the end of the 20th century, from an emphasis on teacher-centered and highly structured lectures to lessons that are increasingly student-centered, hands-on and open-ended. This shift is important to notice, since it could require supportive measures in school policy and teacher education. One of the maker technologies seen most often in schools at present tends to be the 3D printer (Clapp et al., 2016; Martinez & Stager, 2013). This small-scale exploratory study (Yin, 2017) examined the use of 3D printers in four schools in New Jersey. Themes emerged suggesting that individual teachers often play a leading role in 3D printing integration, school organizational structure strongly influences diffusion of integration, and decisions made about where 3D printing fits into the curriculum could determine which students have access to this potentially important technology. Purpose My purpose was to investigate the integration of 3D printing technologies into K-12 teaching practice and begin to conceptualize the maker teacher. This study asked: What are the constraints that limit adoption and integration of 3D printing technology into the K-12 curriculum? What does 3D printing technology integration look like in schools? What are educators' beliefs about 3D printing technology?
Myint Swe Khine and Nagla Ali (Eds.), Integrating 3D printing into Teaching and Learning: Practitioners’ Perspective, 2020
3D printing technology is a powerful learning tool that can involve students in active learning, design thinking, and problem solving. It creates opportunities for integrating science, engineering, technology and mathematics with other disciplines. In this chapter, we describe the benefits of 3D printing technology for teaching science and discuss a theoretical framework for designing 3D printing problem- and project-based learning in science followed by practical recommendations for creating 3D printing instructional units that can be integrated into a formal curriculum. In conclusion, we provide an example of a 3D printing project that was implemented with preservice elementary teachers in a science methods course.
3D Printing in the Wild: Adopting Digital Fabrication in Elementary School Education
International Journal of Art & Design Education
In recent years, digital fabrication, and especially its associated activities of 3D design and printing, have taken root in school education as curriculum-based and maker-oriented learning activities. This article explores the adoption of 3D design and printing for learning by fourth, fifth and sixth grade children (n=64) in multidisciplinary learning modules in elementary school education. School-coordinated 3D projects were not led by design experts, such as art and design teachers, designers, researchers or technical specialists, but run 'in the wild' by school teachers. The study was conducted by using an ethnographic research design, including field observations, non-formal interviews and a reflective questionnaire. The results indicate that, in the adoption of 3D printing activities, learning is centred on the technical skills and the usage of 3D tools. Hence, the elementary ABCs of 3D printing do not achieve the full design and creativity potential of digital fabrication that earlier research has suggested. However, the results do have implications for the potential of 3D printing projects to increase children's empowerment. In their current state, 3D design and printing are some of the learning tools, among others, and similar achievements can be achieved with other hands-on learning technologies. In order to enhance the learning of creativity and design thinking skills, 3D activities in school should be planned accordingly.