Evaluation of RepRap 3D Printer Workshops in K-12 STEM
- ️https://westernu.academia.edu/JoshuaPearce
Related papers
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.
The RepRap 3-D Printer Revolution in STEM Education
STEM is an acronym for science, technology, engineering and mathematics fields of study meant to improve U.S. competitiveness by guiding curriculum and influencing education policy. STEM education begins with K-12 educators, who are struggling with how to implement the Next Generation Science Standards (NGSS) that now place explicit emphasis on the relationship of engineering to science. The NGSS guidelines suggest that science curriculum should have activities with an iterative process involving; defining the problem, developing possible solutions, and optimizing design solutions. The advancements in both open source 3D printing hardware and related open source software has started a revolution in the availability of rapid prototyping technologies to a far larger audience than just practicing engineers and research scientists.
Using 3D Printing in Science for Elementary Teachers
Book Chapter
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.
Beyond the Trend: 3D Printers Transforming Learning and Knowledge Creation.
Rapid Prototyping technology enables the active construction of new knowledge in a way that may be a good fit for the academic library; beyond simply an opportunity to to lead the way technologically on campus, the addition of such resources may enable students and faculty to leverage the multidisciplinary skills and competencies needed to innovate and compete in today's rapidly changing environment. A brief review of the 3D printer selection process at UNR and a discussion of the current state of the 3D printer market will be covered. Is rapid prototyping a new multidisciplinary literacy poised to enable and transform learning and knowledge creation across the Sciences and Engineering on campus? The DeLaMare Science & Engineering Library is actively exploring the question; in this session the impact and reception of the library's recent introduction of multiple 3D printers and scanners will be presented, including real-life examples drawn from users' experience.
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?
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.
arXiv: Physics Education, 2019
An overview concerning 3D printing (a.k.a. additive manufacturing) within the context of Science, Technology, Engineering, and Mathematics (STEM) education at the college/university level is provided. The vast majority of quoted papers report self-made models for which faculty members and their students have created the necessary 3D print files themselves by various routes. The prediction by the Gartner consulting company that it will take more than ten years from July 2014 onwards for Classroom 3D Printing to reach its Plateau of Productivity in one of their hallmark Visibility versus Time (Hype Cycle) graphs is critically assessed. The bibliography of this book chapter sums up the state-of-the art in 3D printing for STEM (including nano-science and nano-engineering) education at the college level approximately four years after Gartner's prediction. Current methodologies and best practices of college-level Classroom 3D printing are described in the main section of this review. ...
3D Printing in Pre-Engineering and Physics Courses
IARJSET, 2020
A strong emphasis on active learning, integration of hands-on activities, and design projects into course curriculum have been shown to significantly enhance and deepen understanding of concepts in the course. Many higher education institutions across the United States are increasingly incorporating three-dimensional (3D) printing technology into their course curriculum to nurture their students' creativity. 3D printing is a manufacturing method in which solid 3D objects are printed layer by layer from raw materials. This article presents our efforts to integrate 3D printing technology into our pre-engineering and physics courses at University of North Georgia (UNG) Gainesville campus. UNG is a regional multi-campus university and premier senior military college positioned in the fastest-growing region of Georgia, USA. Pre-engineering and physics students from the UNG Gainesville campus took part in a semester long design project that utilized 3D printing technologies. Most of the students who took part in this design projects had no or limited experience with both Computer-Aided Design (CAD) modeling as well as 3D printing technology. But despite having limited prior experience, all student indicated a relatively high interest in learning more about 3D printing technology.
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.