Details
| Original language | English |
|---|---|
| Article number | 831 |
| Journal | Education Sciences |
| Volume | 12 |
| Issue number | 11 |
| Publication status | Published - 19 Nov 2022 |
Abstract
The implementation of digital tools into science education is a major demand of various stakeholders, such as teachers, schools and ministries of education. However, teaching innovations and the introduction of new competences need to be carefully tested and optimized for successful and sustainable application and learning success. Our aim was to develop and establish an easily adaptable teaching unit comprising the aspects of 3D printing from computer-aided modeling to slicing, printing and post-processing, which is linked to curricular learning content. The original teaching concept developed with a small group of students has been adapted to the conditions in large groups and full-size 9th grade school classes. With an increased sample size, it was now possible to investigate and analyze the teaching approach with respect to student’s motivation, learning success as well as the quality and acceptance of the teaching–learning arrangement for designing and 3D printing flower models. The goal of the study was to further optimize the existing teaching tool based on the evaluation of the student experience. While the exploration of this teaching approach ties into the current discourse of innovative biology teaching, the efficacy is evidenced by results that indicate a positive impact on student’s motivation and a high learning success regarding computer-aided modeling and 3D printing. As a result, the teaching-revised concept reported in this article is based on the students’ evaluation and can be provided as well-tested teaching material for schools.
Keywords
- 3D printing, computer-aided modeling, design-based research, floral models
ASJC Scopus subject areas
- Computer Science(all)
- Computer Science (miscellaneous)
- Social Sciences(all)
- Education
- Health Professions(all)
- Physical Therapy, Sports Therapy and Rehabilitation
- Psychology(all)
- Developmental and Educational Psychology
- Social Sciences(all)
- Public Administration
- Computer Science(all)
- Computer Science Applications
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In: Education Sciences, Vol. 12, No. 11, 831, 19.11.2022.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Evidence-Based Optimization of Classroom Teaching Units Using 3D Printers for Designing Model
T2 - From the 2D Picture to the 3D Flower Model
AU - Bonorden, Marcel
AU - Papenbrock, Jutta
N1 - Funding Information: Funded by the Ministery for Education and Research in the program Qualitätsoffensive Lehrerbildung (QLB) with the funding number 01JA1806.
PY - 2022/11/19
Y1 - 2022/11/19
N2 - The implementation of digital tools into science education is a major demand of various stakeholders, such as teachers, schools and ministries of education. However, teaching innovations and the introduction of new competences need to be carefully tested and optimized for successful and sustainable application and learning success. Our aim was to develop and establish an easily adaptable teaching unit comprising the aspects of 3D printing from computer-aided modeling to slicing, printing and post-processing, which is linked to curricular learning content. The original teaching concept developed with a small group of students has been adapted to the conditions in large groups and full-size 9th grade school classes. With an increased sample size, it was now possible to investigate and analyze the teaching approach with respect to student’s motivation, learning success as well as the quality and acceptance of the teaching–learning arrangement for designing and 3D printing flower models. The goal of the study was to further optimize the existing teaching tool based on the evaluation of the student experience. While the exploration of this teaching approach ties into the current discourse of innovative biology teaching, the efficacy is evidenced by results that indicate a positive impact on student’s motivation and a high learning success regarding computer-aided modeling and 3D printing. As a result, the teaching-revised concept reported in this article is based on the students’ evaluation and can be provided as well-tested teaching material for schools.
AB - The implementation of digital tools into science education is a major demand of various stakeholders, such as teachers, schools and ministries of education. However, teaching innovations and the introduction of new competences need to be carefully tested and optimized for successful and sustainable application and learning success. Our aim was to develop and establish an easily adaptable teaching unit comprising the aspects of 3D printing from computer-aided modeling to slicing, printing and post-processing, which is linked to curricular learning content. The original teaching concept developed with a small group of students has been adapted to the conditions in large groups and full-size 9th grade school classes. With an increased sample size, it was now possible to investigate and analyze the teaching approach with respect to student’s motivation, learning success as well as the quality and acceptance of the teaching–learning arrangement for designing and 3D printing flower models. The goal of the study was to further optimize the existing teaching tool based on the evaluation of the student experience. While the exploration of this teaching approach ties into the current discourse of innovative biology teaching, the efficacy is evidenced by results that indicate a positive impact on student’s motivation and a high learning success regarding computer-aided modeling and 3D printing. As a result, the teaching-revised concept reported in this article is based on the students’ evaluation and can be provided as well-tested teaching material for schools.
KW - 3D printing
KW - computer-aided modeling
KW - design-based research
KW - floral models
UR - http://www.scopus.com/inward/record.url?scp=85148717526&partnerID=8YFLogxK
U2 - 10.3390/educsci12110831
DO - 10.3390/educsci12110831
M3 - Article
AN - SCOPUS:85148717526
VL - 12
JO - Education Sciences
JF - Education Sciences
SN - 2227-7102
IS - 11
M1 - 831
ER -