nach oben

Education and Information Technologies

Erschienen in:

06.09.2021

3D printing as an educational technology: theoretical perspectives, learning outcomes, and recommendations for practice

verfasst von: Heather Ann Pearson, Adam Kenneth Dubé

Erschienen in: Education and Information Technologies | Ausgabe 3/2022

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

3D printing is an emerging educational technology that is said to prepare learners for a more technologically designed world. In this review, 3D printing studies are analyzed to identify the dominant theoretical approaches and learning outcomes associated with 3D printing in education. Five theories are identified, including situated learning (Lave & Wenger, 1991), experiential learning (Kolb & Kolb Academy of Management Learning & Education, 4, 193- 212, Kolb & Kolb, 2005), and critical making (Ratto in The Information Society, 27, 252-260, 2011), but concepts from constructionism (Papert & Harel Constructionism, 36, 1-11, 1991) and self-directed learning (Garrison Adult Education Quarterly, 48, 18-33, 1997; Knowles, 1975) are common amongst all approaches. Learning outcomes attributed to 3D printing include critical thinking, creativity, design thinking, and collaboration (Trust et al., 2018; Trust & Maloy Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, 34, 253-266, 2017), with proponents arguing that the domain general outcomes go beyond knowing simply how to use a 3D printer. Given the identified, theoretical approaches, outcomes, and common barriers to use, recommendations are made for how educators approach and implement 3D printing in the classroom.

Vorheriger Artikel Changing the landscape of cybersecurity education in the EU: Will the new approach produce the required cybersecurity skills?

Nächster Artikel RETRACTED ARTICLE: Impact of digital game-based learning on the social competence and behavior of preschoolers

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Abouhashem, Y., Savanah, S., Dayal, M., & Strkalj, G. (2015). The application of 3D printing in anatomy education. Medical Education Online, 20(1) https://doi.org/10.3402/meo.v20.29847

Ackermann, E. (2001). Piaget’s constructivism, Papert’s constructionism: What’s the difference. Future of learning group publication, 5, 3.

Ainley, J., Pratt, D., & Hansen, A. (2006). Connecting engagement and focus in pedagogic task design. British Educational Research Journal, 32, 23–38.CrossRef

Assante, D., Cennamo, G. M., & Placidi, L. (2020). 3D printing in education: An European perspective. Proceedings from 2020 IEEE global engineering education conference (EDUCON).

Brockett, R. G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. Routledge.

Buehler, E., Comrie, N., Hofmann, M., McDonald, S., & Hurst, A. (2016). Investigating the implications of 3D printing in special education. ACM Transactions on Accessible Computing, 8, 1–28. https://doi.org/10.1145/287064CrossRef

Chen, Y.-H. & Chang, P.-L. (2018). 3D printing assisted in art education: Study on the effectiveness of visually impaired students in space learning. In Meen, prior, & lam (Eds.), IEEE international conference on applied system innovation 2018.

Chien, Y.-H., & Chu, P.-Y. (2017). The different learning outcomes of high school and college students on a 3D-printing STEAM engineering design curriculum. International Journal of Science and Mathematics Education, 16, 1047–1064. https://doi.org/10.1007/s10763-017-9832-4CrossRef

Clark, R. E. (1994). Media will never influence learning. Educational Technology Research & Development, 42, 21–29.CrossRef

Cohen, J. D., Huprich, J., Jones, W. M., & Smith, S. (2017). Educators’ perceptions of a maker-based learning experience. The International Journal of Information and Learning Technology, 34, 428–438. https://doi.org/10.1108/IJILT-06-2017-0050CrossRef

Cook, K. L., Bush, S. B., & Cox, R. (2015). Creating a prosthetic hand: 3D printers innovate and inspire a maker movement. Science and Children, 53, 80–86.CrossRef

Dewey, J. (1938). Experience & education. Macmillan.

Du Toit-Brits, C., & van Zyl, C.-M. (2017). Self-directed learning characteristics: Making learning personal, empowering and successful. Africa Education Review, 14, 122–141. https://doi.org/10.1080/18146627.2016.1267576CrossRef

Eisenberg, M. (2013). 3D printing for children: What to build next? International Journal of Child-Computer Interaction, 1, 7–13. https://doi.org/10.1016/j.ijcci.2012.08.004CrossRef

Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R. L. Punamäki (Eds.), Perspectives on activity theory. Cambridge University Press.CrossRef

Fischer, G., & Scharff, E. (1998). Learning technologies in support of self-directed learning. Journal of Interactive Media in Education, 2. https://doi.org/10.5334/1998-4

Freire, P. (1972). Pedagogy of the oppressed. Herder and Herder.

Garas, M., Vaccarezza, M., Newland, G., McVay-Doornbusch, K., & Hasani, J. (2018). 3D-printed specimens as a valuable tool in anatomy education: A pilot study. Annals of Anatomy, 219, 57–64. https://doi.org/10.1016/j.aanat.2018.05.006CrossRef

Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48, 18–33.CrossRef

Greenhalgh, S. (2016). The effects of 3D printing in design thinking and design education. Journal of Engineering, Design and Technology, 14(4), 752–769. https://doi.org/10.1108/JEDT-02-2014-0005CrossRef

Gureckis, T. M., & Markant, D. (2012). Self-directed learning: A cognitive and computational perspective. Perspectives on Psychological Science, 7, 464–481. https://doi.org/10.1177/1745691612454304CrossRef

Hanover Research (2017). The Digital Divide: Technology Integration in School Districts. Retrieved from https://www.hanoverresearch.com/reports-and-briefs/research-brief-the-digital-divide-technology-integration-in-school-districts/

Hanover Research (2019). Trends in K-12 Education. Retrieved from https://www.hanoverresearch.com/reports-and-briefs/trends-k-12-education-2019/

Horowitz, S. S., & Schultz, P. H. (2014). Printing space: Using 3D printing of digital terrain models in geosciences education and research. Journal of Geoscience Education, 62, 138–145.CrossRef

Hoyles, C., & Noss, R. (1987). Synthesizing mathematical conceptions and their formalization through the construction of logo-based school mathematics curriculum. International Journal of Mathematical Education in Science and Technology, 18, 581–595. https://doi.org/10.1080/0020739870180411CrossRef

Hsiao, H.-S., Chen, J.-C., Lin, C.-Y., Zhuo, P.-W., & Lin, K.-Y. (2019). Using 3D printing technology with experiential learning strategies to improve preengineering students’ comprehension of abstract scientific concepts and hands-on ability. Journal of Computer Assisted Learning, 35, 178–187. https://doi.org/10.1111/jcal.12319CrossRef

Huang, T.-C., & Lin, C.-Y. (2017). From 3D modeling to 3D printing: Development of differentiated spatial ability teaching model. Telematics and Informatics, 34, 604–613. https://doi.org/10.1016/j.tele.2016.10.005CrossRef

Hughes, J. M. (2017). Digital making with “at-risk” youth. The International Journal of Information and Learning Technology, 34, 102–113. https://doi.org/10.1108/IJILT-08-2016-0037CrossRef

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.CrossRef

Liu, B., Wu, Y., Xing, W., Guo, S., & Zhu, L. (2020). The role of self-directed learning in studying 3D design and modeling. Interactive Learning Environments, 1–4. https://doi.org/10.1080/10494820.2020.1855208

Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20, 411–427. https://doi.org/10.1007/s10648-008-9082-7CrossRef

Jones, W. M., Smith, S., & Cohen, J. (2017). Preservice teachers’ beliefs about using maker activities in formal K-12 educational settings: A multi-institutional study. Journal of Research on Technology in Education, 49, 134–148. https://doi.org/10.1080/15391523.2017.1318097CrossRef

Katsioloudis, P. & Jones, M. (2015). Using computer-aided design software and 3D printers to improve spatial visualization. Technology and engineering teacher, 14-20.

Kaya, E., Newley, A., Yesilyurt, E., & Deniz, H. (2019). Improving preservice elementary teachers’ engineering teaching efficacy beliefs with 3D design and printing. Journal of College Science Teaching, 48, 76–83.

Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Association Press.

Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4, 193–212.CrossRef

Kostakis, V., Niaros, V., & Giotitsas, C. (2015). Open source 3D printing as a means of learning: An educational experiment in two high schools in Greece. Telematics and Informatics, 32, 118–128. https://doi.org/10.1016/j.tele.2014.05.001CrossRef

Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice, 41, 212–218.CrossRef

Loy, J. (2014). eLearning and eMaking: 3D printing blurring the digital and the physical. Education Sciences, 4, 108–121. https://doi.org/10.3390/educsci4010108CrossRef

Martin, L. (2015). The promise of the maker movement for education. Journal of Pre-College Engineering Education Research (J-PEER), 5, 30–39. https://doi.org/10.7771/2157-9288.1099CrossRef

Martin, R. L., Bowden, N. S., & Merrill, C. (2014). 3D printing in technology and engineering education. Technology and Engineering Teacher, 30–35.

McGahern, P., Bosch, F., & Poli, D. (2015). Enhancing learning using 3D printing: An alternative to traditional project methods. The American Biology Teacher, 77, 376–377.CrossRef

McMenamin, P. G., Quayle, M. R., McHenry, C. R., & Adams, J. W. (2014). The production of anatomical teaching resources using three-dimensional (3D) printing technology. Anatomical sciences education, 1-8. doi:https://doi.org/10.1002/ase.1475.

Mezirow, J. (1990). Fostering critical reflection in adulthood (pp. 1-18). San Francisco: Jossey-bass publishers.

Mezirow, J. (1985). A critical theory of self-directed learning. In S. Brookfield (Ed.), Self-directed learning: From theory to practice (pp. 17–30). Jossey-Bass.

Nemorin, S., & Selwyn, N. (2017). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education, 32, 578–595. https://doi.org/10.1080/02671522.2016.1225802CrossRef

Noss, R., & Clayson, J. (2015). Reconstructing constructionism. Constructivists Foundations, 10(3).

Novak, E., & Wisdom, S. (2018). Effects of 3D printing project-based learning on preservice elementary teachers’ science attitudes, science content knowledge, and anxiety about teaching science. Journal of Science Education and Technology, 27, 412–432.CrossRef

Pantazis, A., & Priavolou, C. (2017). 3D printing as a means of learning and communication: The 3Ducation project revisited. Telematics and Informatics, 34, 1465–1476. https://doi.org/10.1016/j.tele.2017.06.010CrossRef

Papert, S. (1972a). Teaching children thinking. Programmed Learning and Educational Technology, 9, 245–255. https://doi.org/10.1080/1355800720990503CrossRef

Papert, S. (1972b). Teaching children to be mathematicians versus teaching about mathematics. International Journal of Mathematical Education in Science and Technology, 3, 249–262. https://doi.org/10.1080/0020739700030306CrossRef

Papert, S., & Harel, I. (1991). Situating constructionism. Constructionism, 36, 1–11.

Papp, I., Tornai, R., & Zichar, M. (2016). What 3D printing technologies can bring to education: The impacts of acquiring a 3D printer. Proceedings from 7th IEEE international conference on cognitive Infocommunications.

Ratto, M. (2011). Critical making: Conceptual and material studies in technology and social life. The Information Society, 27, 252–260. https://doi.org/10.1080/01972243.2011.583819CrossRef

Ratto, M. & Ree, R. (2012). Materializing information: 3D printing and social change. First Monday, 17. Retrieved from: https://journals.uic.edu/ojs/index.php/fm/article/view/3968/3273

Schelly, C., Anzalone, G., Wijnen, B., & Pearce, J. M. (2015). Open-source 3D printing technologies for education: Bringing additive manufacturing to the classroom. Journal of Visual Languages and Computing, 28, 226–237. https://doi.org/10.1016/j.jvlc.2015.01.004CrossRef

Smiar, K., & Mendez, J. D. (2016). Creating and using interactive, 3-D printed models to improve student comprehension of the Bohr model of the atom, bond polarity, and hybridization. Journal of Chemical Education, 93, 1591–1594. https://doi.org/10.1021/acs.jchemed.6b00297CrossRef

Smith, S. (2018). Children’s negotiations of visualization skills during a design-based learning experience using nondigital and digital techniques. The Interdisciplinary Journal of Problem-Based Learning, 12(2), 1–16. https://doi.org/10.7771/1541-5015.1747CrossRef

Stangl, A., Kim, J., & Yeh, T. (2014). 3D printed tactile picture books for children with visual impairments: A design probe. ACM International Conference Proceeding Series, (January 2017), 321–324. https://doi.org/10.1145/2593968.2610482

Stone, B., Kay, D., Reynolds, A., & Brown, D. (2020). 3D printing and service learning: Accessible open educational resources for students with visual impairment. International Journal of Teaching and Learning in Higher Education, 32(2), 336–346.

Sun, Y., & Li, Q. (2017). The application of 3D printing in mathematics education. Proceedings from the 12th international conference on Computer Science & Education.CrossRef

Sun, Y. & Li, Q. (2018). The application of 3D printing in STEM education. In Meen, prior, & lam (Eds.), IEEE international conference on applied system innovation 2018.

Tekkol, I. A., & Demirel, M. (2018). An investigation of self-directed learning skills of undergraduate students. Frontiers in Psychology, 9, 1–14.CrossRef

Trust, T., & Maloy, R. W. (2017). Why 3D print? The 21^st-century skills students develop while engaging in 3D printing projects. Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, 34, 253–266. https://doi.org/10.1080/07380569.2017.1384684CrossRef

Trust, T., Maloy, R. W., & Edwards, S. (2018). Learning through making: Emerging and expanding designs for college classes. TechTrends, 62, 19–28.CrossRef

Turner, H., Resch, G., Southwick, D., McEwen, R., Dubé, A. K., & Record, I. (2017). Using 3D printing to enhance understanding and engagement with young audiences: Lessons from workshops in a museum. Curator: The Museum Journal, 60, 311–333.CrossRef

Wright, L., Shaw, D., Gaidos, K., Lyman, G., & Sorey, T. (2018). 3D pit stop printing: A student competition supports engineering design. Science and Children, 55, 55–63.CrossRef

Yeoh, M. P., Cazan, A.-M., Ierardi, E., & Jacić, L. A. (2017). Facilitating self-directed learning (SDL) and satisfaction among pre-university students. Educational Studies, 43, 584–599.CrossRef

Titel: 3D printing as an educational technology: theoretical perspectives, learning outcomes, and recommendations for practice
verfasst von: Heather Ann Pearson
Adam Kenneth Dubé
Publikationsdatum: 06.09.2021
Verlag: Springer US
Erschienen in: Education and Information Technologies / Ausgabe 3/2022
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI: https://doi.org/10.1007/s10639-021-10733-7

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Springer Professional "Technik"

Weitere Artikel der Ausgabe 3/2022

Application of machine learning in higher education to assess student academic performance, at-risk, and attrition: A meta-analysis of literature

Analysing lecturers’ perceptions on traditional vs. distance learning: A conceptual study of emergency transferring to distance learning during COVID-19 pandemic

ICT-related variables as predictors of ICT literacy beyond intelligence and prior achievement

The effect of a programming tool scratch on the problem-solving skills of middle school students

Flipped learning effect on classroom engagement and outcomes in university information systems class

Predictors of e-democracy applicability in Turkish K-12 schools

Premium Partner