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As rehabilitation technologies rapidly develop, the lack of evidence-based training remains a barrier to technology adoption. Continuing education (CE) may provide training opportunities for new technologies, specifically 3D printing. Current models of CE course design rely on traditional, pedagogical methods, including didactic delivery, as opposed to applying adult learning models, which integrate experiential, self-directed learning to promote collaboration and problem-solving. This study sought to determine whether the active learning approach of peer-assisted learning (PAL) promoted collaboration and transference of knowledge between rehabilitation clinician peers when learning 3D printing. In this mixed methods study, 35 clinicians from occupational therapy, physical therapy, and speech language pathology disciplines participated in two hours of CE, which integrated tenets of PAL to explore attitudes toward technology adoption perceptions as measured by the Technology Acceptance Model (TAM). Pretest and posttest results were analyzed using paired permutation tests. All TAM responses improved significantly (p < 0.05), suggesting that for rehabilitation clinicians, CE using an andragogical PAL approach contributed to improving technology acceptance of 3D printing. Content analysis of posttest open-ended questions further explored PAL implementation. The qualitative themes were: (1) Active opportunities supported learning, (2) group format facilitated problem-solving within a team, (3) technology was easier than expected, and (4) barriers remain for technology application in practice. In conclusion, the themes support the integration of PAL as a delivery method of CE to enhance technology adoption.

H ow can we integrate art and social studies to advance art teacher education for social justice? This question has guided our collaborative journey as teacher educators at the same institution. At a public university in the southern United States, the first author is an art teacher educator, and the second author is a social studies teacher educator. We share a commitment to teacher education for social justice. Since fall 2022, we have collaborated to explore the pedagogical value of arts--social studies integration to empower preservice teachers as social justice teachers.

3D scanning and printing technologies are quickly evolving and offer great potential for use in gross anatomical education. The use of human body donors to create digital scans and 3D printed models raises ethical concerns about donor informed consent, potential commodification, and access to and storage of potentially identifiable anatomical reproductions. This paper reviews available literature describing ethical implications for the application of these emerging technologies, existing published best practices for managing and sharing 2D imaging, and current adherence to these best practices by academic body donation programs. We conclude that informed consent is paramount for all uses of human donor and human donor-derived materials and that currently there is considerable diversity in adherence to established best practices for the management and sharing of 3D digital content derived from human donors. We propose a new and simplified framework for categorizing donor-derived teaching materials and the corresponding level of consent required for digital sharing. This framework proposes an equivalent minimum level of specific consent for human donor and human donor-derived materials relative to generalized, nonidentical teaching materials (i.e., artificial plastic models). Likewise, we propose that the collective path forward should involve the creation of a centralized, secure repository for digital human donor 3D content as a mechanism for accumulating, regulating, and controlling the distribution of properly consented human donor-derived 3D digital content that will also increase the availability of ethically created human-derived teaching materials while discouraging commodification.

Courses at the postsecondary level continue to rely heavily on visual material that is accessible only to fully or partially sighted students. Tactile graphics work for many pedagogical purposes, but in some cases are insufficient; other information and concepts may be better conveyed through haptic exploration of 3D printed objects. However, there is a dearth of 3D-printable open educational resources for college-level content. To address this need while simultaneously teaching students about accessibility and universal design, we designed and taught an experimental course in which students (a) learned about disability in general and blindness in particular (including history and advocacy); (b) explored technology used by people with visual impairment; (c) heard from many blind voices, including guest experts and community members; (d) studied universal design; and (e) designed 3D-printable educational tactile models in collaboration with blind community members. By the end, students demonstrated significantly less bias and more positive attitudes about blindness and people with visual impairment, and were more confident with accessibility, universal design, and assistive technology. We believe this course can serve as a model for similar courses elsewhere as a strategy to teach students from any major about disability, accessibility, and universal design.

Learning in makerspaces is free from curriculum and evaluation and is believed to yield practical, self-driven and solution-oriented learners. This study explores how makerspace pedagogy can be emulated in formal higher education settings to support this kind of learning. Action research was used to cultivate and review this pedagogical approach in three repeated design studio courses using three-dimensional (3D) printing lab. The maker pedagogy was to support self-driven learning emerging in relationship between learners, their social environment and technology media. Maker and design pedagogy has been further theoretically developed using postphenomenology as a process of learners' adoption of 3D printers in own design practice, learners' adaptation to the affordances of the 3D printers, and attainment of learners' own goals in social contexts using 3D printing technology. Finally, the study indicates how shifting from constructivist to postphenomenological theoretical concepts can give new insights and strengthen sustainable pedagogical practices. Limitations and opportunities for maker pedagogy in formal education are addressed with these new insights.

This study examines the effect of teaching with the STEM Cycline of the 'Force and Energy' unit on students' creativity, metacognitive awareness, and academic achievement. The nonequivalent control group design, one of the quasi-experimental models, was used in the study. The study included 54 seventh-grade students studying at a public school in western Turkey, 27 of whom were in the experimental group while 27 were in the control group. The experimental group was taught with the STEM Cycline, whereas the control group took the instruction within the science curriculum framework. The experimental group designed models using Web 2.0 tools related to the given problems and used these models to solve them by printing them from a 3D printer. "Force and Energy Academic Achievement Test", "Scientific Creativity Test" and "Metacognitive Awareness Inventory" were used as data collection tools in the study. SPSS 25.0 package program was used to analyze the data. The results showed that the STEM education in the experimental group increased the academic achievement, creative skills, and metacognitive awareness of the seventh-grade students in the 'Force and Energy' unit. While the students' academic achievement in the control group increased significantly following the instruction, no difference was observed in their creativity and metacognitive awareness. Suggestions were made according to the results obtained from the study.

This study explored how students and teachers perceived the interdisciplinary integration of 3D printing technology in teaching and learning within the United Arab Emirates (UAE) elementary schools and its relation to students' attitudes toward STEM careers. The study participants were 148 students and seven teachers from two elementary schools in the UAE. Technological, pedagogical, and content knowledge framework was used to guide the planning and integration of 3D printing into teaching and learning. Both quantitative and qualitative data collection tools were used to collect data from students and teachers. The data collection tools included a student's survey, teachers' interviews, and students' focus group interviews. The study's findings confirmed those of existing literature, which stressed the positive perceptions of students and teachers regarding the interdisciplinary integration of 3D printing technology in teaching and learning. Furthermore, students' perception was positively correlated with students' attitudes toward STEM careers. However, the study found that teachers were more likely to implement 3D printing in their classrooms when they receive proper training on the pedagogical and technical aspects of 3D printing, and hence addressing the possible challenges of integrating this technology in teaching and learning.

The low participation of Pacific students in tertiary STEM studies has implications for schools as they consider how best to engage these learners in STEM subjects (Science, Technology, Engineering and Mathematics). This article reports on an innovative project that supports Pacific learners with STEM learning through 3D printing technology. Creative STEM Pathways is a university-led initiative which has successfully brought 3D technology to the classroom, providing culturally-sustaining, hands-on and relevant learning opportunities. We used an Appreciative Inquiry lens to help us explore how the programme could create positive learning experiences. In this article, we share experiences of its development and delivery. We highlight successes and challenges, offering practical insight to those considering similar innovation in the classroom.

In this paper we present a collaborative 3D modeling and printing experience within a Project Based Learning (PBL) activity, carried out with two different groups of participants: pre-service teachers at the Universidad Autónoma de Madrid (Spain), and school students of Primary and Secondary level taking part in an extra-curricular activity. Students worked in groups in different projects using the software Tinkercad in different sessions, where they could design, print, verify and redesign their 3D models several times. The main objective was to analyze students' process of 3D modeling, keeping track of all the phases of the modeling cycle and evaluate the acceptance of this methodology. From the results obtained we highlight the good valuation of collaborative work in 3D modeling, the mathematical communication and threedimensional reasoning shown by students in 3D design and scaling problems, and the support for the inclusion of mathematical 3D modeling and printing activities in initial teacher training.

3D printing (3DP) has emerged as a disruptive manufacturing technology that benefits both the manufacturing and educational sectors. The emergence of low-cost and affordable 3D printers has facilitated the widespread use of 3DP technology, particularly in higher education institutions (HEIs) in developing countries. Despite its promising benefits, 3DP is still poorly adopted in developing countries. While research has explored the use and adoption of 3DP in education within developed nations, little research has been conducted on the integration of 3DP to capitalize on its benefits in developing countries. Therefore, in this study, we aim to investigate the perspectives of students and faculty members in higher education (HE) regarding 3DP integration in the classroom. A survey was conducted with 307 participants (272 students and 35 faculty members) at 12 Vietnamese universities where 3DP education is offered. We found that a misaligned curriculum, lack of training for faculty members, the high cost of materials and equipment, English language barriers, and limited student exposure to 3DP technology were significant obstacles to 3DP education. Several recommendations have been provided to address these challenges; for instance, faculty members and industry professionals need collaboration to ensure that the curriculum is current and that faculty members receive adequate training to teach 3DP effectively. This study provides guidelines for faculty members and policymakers to reinforce 3DP education for sustainable development in developing countries.

This paper presents a semester-long bottle design project for an undergraduate Numerical Analysis course. Students implement numerical methods in MATLAB to design and 3D print a bottle. Employing mathematical methods to compute features of their designs enhances students' understanding of numerical techniques in design applications. Student feedback highlights the project's efficacy in demonstrating the intersection of mathematics and design, fostering creativity, and instilling a deeper appreciation for mathematical principles in real-world contexts.

Contemporary education adopts various new visualisation techniques for content to be learned. Recently, research on the application of 3D modelling and printing (3DMP) has been expanding. However, as the latest literature reviews indicate, little research is available on the contribution of 3DMP to learning of students with blindness (SWB) and students without disabilities (SWOD). This research aims to fill the gap through an exploratory case study, conducted in an inclusive Biology classroom in a primary school. Eight SWOD and four SWB (12 years old) participated in the study. The focus of the research was on pre-interventional and post-interventional students' knowledge about cells, and students' views on using 3DMP in Biology education. The data was analysed using Grounded Theory. The results indicate that 3DMP contributes to students' learning by improving the ability to enumerate, describe, and visualise the cell and its parts, by remediating some of the students' misconceptions and by increasing communication within a classroom. In terms of encountered obstacles, SWB noted that the quality of 3D models could cause new misconceptions. Adjusting the ratio, positioning and scaling of printed objects, inaccuracy in printing, and long printing process, are some of the problems which students encounter in 3DMP.

3D-printing (3DP) is a rapidly evolving sector and is advancing at an unmatched pace. Integrating digital-based approaches to disseminate knowledge within institutional curricula is crucial for mainstreaming knowledge. This work explores the development of a virtual lab (VL) for additive manufacturing (AM), using an interactive VL simulator. The VL's experiments encompass anatomy, assembly, techniques, preprocessing, and postprocessing modules on AM. The aim of this dedicated AM VL is to facilitate digital education on 3DP among educational institutions. A case study compares the efficacy of VL to physical experimentation. Two groups of 30 students each provided feedback before and after conducting experiments in the physical laboratory and on the VL, respectively. The comparison elucidates how integrating the VL with traditional teaching pedagogy can be a progressive step in teaching AM in educational institutions. The teaching pedagogy approach is both cost-effective and time efficient. The developed VL offers unlimited access and availability for students to learn at their own pace. The design of the 3DP virtual simulation lab incorporates an inclusive align-act-assess approach, wherein each module includes related theory, aim, procedure, simulator interface, pretest, and posttest to align with this approach.

Purpose: Knowing the students' readiness for the fourth industrial revolution (4IR) is essential to producing competent, knowledgeable and skilled graduates who can contribute to the skilled workforce in the country. This will assist the Higher Education Institutions (HEIs) to ensure that their graduates own skill sets needed to work in the 4IR era. However, studies on students' readiness and preparedness for the 4IR in developing countries such as the Sultanate of Oman are still lacking. Therefore, this study investigates students' readiness level and preparedness for the 4IR. The findings of this study will benefit the HEIs policymakers, administration, faculties, departments, industries and society at large since they will be informed of the student's readiness and preparedness toward industry 4.0. Design/methodology/approach: The authors adopted the measures from the same context as previous studies in this study. The questionnaire was divided into three sections; the first part described the purpose and introduction of the search with the surety to keep the data confidential. The second part consisted of demographical information like gender, education. The last parts consisted of four subsections, question items in these parts are based on the related previous study. Characteristics consisted of 14 items, knowledge consisted of 18 items related to 4IR technologies, Organizational Dimension comprised of four items related to academic programs, curriculum and training. Preparedness contained two items. The participants have rated all the items in 5-Likert scale. Findings: Results from structural equation modeling showed that students' characteristics, knowledge of 4IR technologies and organizational dimensions significantly impact their preparedness for the 4IR. The study also found that organizational dimensions have the highest impact on students' preparedness. Furthermore, the organizational dimension significantly influences students' knowledge of 4IR technology. Moreover, students' characteristics related to 4IR are significantly affected by their knowledge of 4IR technology and organizational dimension. The findings suggest that HEIs are responsible for increasing the adoption of 4IR, and therefore organizational dimensions such as the academic programs, training, technological infrastructure and others are all critical for preparing students for a better future and should be given a priority. Research limitations/implications: This study has used academic programs and training to measure the organizational dimension. However, other important factors should be considered, such as technological infrastructure and leadership and governance of HEIs. Second, the current research depends on quantitative data, so future research should implement a mixed methodology (questionnaires, depth interviews, document analysis and focus group) to understand the factors affecting students' readiness for 4IR clearly. Finally, although the 4IR has numerous benefits, it also has challenges in its implementation, so future studies should focus on challenges encountered by different stakeholders in implementing 4IR-related technologies. Practical implications: The curriculum must include mandatory courses related to IT infrastructure design, user experience programming, electronic measurement and control principles, and programming for data science. HEIs should also foster interdisciplinary knowledge by integrating IT, Engineering, Business and Sciences. Furthermore, the HEIs should develop their infrastructure to have smart campuses, labs, classrooms and libraries to make HEIs a space where knowledge can be generated and innovative solutions can be proposed. This entails HEIs offering necessary hardware, software and technical support because if the HEIs improve their technological resources, students will be capable of using 4IR-related technologies effectively. Originality/value: The advancement of technology has resulted in the emergence of the Fourth Industrial Revolution (4IR), such as artificial intelligence, blockchain, robotics, cloud computing, data science, virtual reality and 3D printing. It is essential to investigate students' readiness for 4IR. However, there is no study as per researchers' knowledge talked about students readiness in HEIs in the Arab world. This study could be a basis for more research on students' perception of the 4IR covering students from various backgrounds and levels.

Capital and property have been combined since Karl Marx wrote "Das Kapital" in 1867. Indeed, capitalism and the housing market are interlinked because property is an asset whose indexed value upholds global markets. On the other side of property as real estate is the environmental damage and augmentation of climate change that housing represents - mostly in advanced, technological societies. This paper attends to capital investment in housing as the Capitalocene and subsequently through environmental education according to environmental and social principles (social ecology). This article examines what is offered in the Australian curriculum for pre-tertiary and university students in terms of sustainable housing and uses the latest in sustainable housing research and practice to provide a new, visionary basis for environmental education, that tackles housing through 3D printing. The current Australian curriculum on sustainable housing centers on the "Illawarra Flame" house (University of Wollongong), that presents a retrofitting solution to improve the quality of life of the occupants. Illawarra Flame house is a net-zero, energy-efficient, solar powered house which provides the tenants with thermal comfort. This article expands and updates the data on sustainable housing from the 'Illawarra Flame' house to 3D printing and applies the principles of social ecology to make a link with environmental education that deals with the Capitalocene by offering affordable and sustainable housing.

The reconstruction of two-dimensional (2D) slices to three-dimensional (3D) digital anatomical models requires technical skills and software that are becoming increasingly important to the modern anatomist, but these skills are rarely taught in undergraduate science classrooms. Furthermore, learning opportunities that allow students to simultaneously explore anatomy in both 2D and 3D space are increasingly valuable. This report describes a novel learning activity that trains students to digitally trace a serially imaged neuron from a confocal stack and to model that neuron in 3D space for 3D printing. By engaging students in the production of a 3D digital model, this learning activity is designed to provide students a novel way to enhance their understanding of the content, including didactic knowledge of neuron morphology, technical research skills in image analysis, and career exploration of neuroanatomy research. Moreover, students engage with microanatomy in a way that starts in 2D but results in a 3D object they can see, touch, and keep. This discursive article presents the learning activity, including videos, instructional guides, and learning objectives designed to engage students on all six levels of Bloom's Taxonomy. Furthermore, this work is a proof of principle modeling workflow that is approachable, inexpensive, achievable, and adaptable to cell types in other organ systems. This work is designed to motivate the expansion of 3D printing technology into microanatomy and neuroanatomy education.

Thermohaline circulation is a foundational concept in introductory and advanced undergraduate oceanography courses which describes the density-driven flow of water throughout the world's oceans. This concept is commonly taught using two-dimensional (2D) diagrams and graphics. However, students often struggle with the three-dimensional (3D) patterns and connections associated with thermohaline circulation. To remedy this, we sought to present thermohaline circulation in three dimensions to enable students to apply their knowledge and work with physical models. We constructed an interactive physical model of thermohaline circulation which included 3D printed continents and Arduino-controlled LED strips colored to represent global temperature and salinity patterns. We implemented the model as a teaching tool in a large undergraduate introductory oceanography course during the module covering thermohaline circulation. In discussion sections, students utilized the model to observe patterns, match depth profiles of real data to different geographic locations, and apply their knowledge to draw their own depth profiles using the model. After completing the in-class assignment, we assessed whether the model helped students understand and apply key concepts from lecture using both student worksheet responses and self-assessment surveys. Student scores increased significantly after using the model, and self-assessment data suggested students enjoyed using the model as well. The model is broadly applicable to a variety of settings, including other undergraduate courses, K-12 outreach, and public engagement to support oceanographic learning across a range of levels.

Teachers' beliefs such as pedagogical beliefs, self-efficacy, and technology value beliefs are influential to technology integration practice. This study aims to investigate teachers' beliefs and the impact on their 3D printing integration in science classrooms. A total of 26 K-12 teachers across six states in the U.S. participated in a nationally funded project. Teachers' STEM education lesson plans were analyzed to assess their 3D printing and STEM integration levels. Teachers' beliefs were collected through a survey with rating scales adapted from previously validated surveys and several open-ended questions. Correlation analysis was conducted to investigate how teacher beliefs were associated with their 3D printing integration. Thematic analysis of the open-ended questions provided a detailed view on teachers' experiences and perceptions, which further explained teachers' beliefs and the impact on their 3D printing integration practice. This study revealed that teachers' pedagogical, self-efficacy, and technology value beliefs were generally not correlated with their 3D printing integration practices except for a negative correlation between teachers' self-efficacy in pedagogical content knowledge and their STEM integration levels. Teachers perceived 3D printing integration as beneficial for students, but they encountered a number of challenges including logistic and technical issues, lack of time and resources, insufficient ability to use 3D printers and connect 3D printing with curriculums, and challenges in teaching students with individual differences. Implications for practice and future research are discussed.

Aim/Purpose: This review's main objective was to examine the existing literature on the use of 3D printers in primary education, covering students aged six to twelve across general, special, and inclusive educational environments. Background: A review of the literature indicated a significant oversight -- prior reviews insufficiently distinguish the application of 3D printing in primary education from its utilization at higher educational tiers or focused on particular subject areas and learning domains. Considering the distinct nature and critical role of primary education in developing young students' cognitive abilities and skills, it is essential to concentrate on this specific educational stage. Methodology: The scoping review was selected as the preferred research method. The methodological robustness was augmented through the utilization of the backward snowballing technique. Consequently, a total of 50 papers were identified and subjected to thorough analysis. Contribution: This review has methodically compiled and analyzed the literature on 3D printing use among elementary students, offering a substantial addition to academic conversations. It consolidated and organized research on 3D printers' educational uses, applying robust and credible criteria. Findings: Many studies featured small sample sizes and limited research on inclusive and special education. The analysis revealed 82 distinct research goals and 13 educational fields, with STEM being the predominant focus. Scholars showed considerable interest in how 3D printers influence skills like creativity and problem-solving, as well as emotions such as engagement and motivation. The majority of studies indicated positive outcomes, enhancing academic achievement, engagement, collaboration, creativity, interest, and motivation. Nonetheless, challenges were noted, highlighting the necessity for teacher training, the expense of equipment, technical difficulties, and the complexities of blending new methods with traditional curricula. Recommendations for Practitioners: To capitalize on the benefits that 3D printers bring, curriculum planners are urged to weave them into their programs, ensuring alignment with educational standards and skill development. The critical role educators play in the effective implementation of this technology necessitates targeted professional development programs to equip them with the expertise for successful integration. Moreover, 3D printing presents a unique opportunity to advance inclusive education for students with disabilities, offering tailored learning experiences and aiding in creating assistive technologies. In recognizing the disparities in access to 3D printing, educational leaders must address the financial and logistical barriers highlighted in the literature. Strategic initiatives are essential to democratize 3D printing access, ensuring all students benefit from this educational tool. Recommendation for Researchers: Comparative studies are critical to elucidate the specific advantages and limitations of 3D printing technology due to the scarcity of research contrasting it with other tools. The variability in reporting durations of interventions and research environments underscores the necessity for uniform methodologies and benchmarks. Because research has predominantly focused on STEM/STEAM education, expanding into different educational areas could provide a comprehensive understanding of 3D printing's capabilities. The existence of neutral and negative findings signals an opportunity for further investigation. Exploring the factors that impede the successful integration of 3D printing will inform the creation of superior pedagogical approaches and technological refinements. Future Research: As the review confirmed the significant promise of 3D printing technology in enriching education, especially in the context of primary education, the imperative for continued research to refine its application in primary education settings is highlighted.

The article presents the application of 3D technologies in STEAM education through a conducted scientific research, highlighting the role of 3D modeling and 3D printing as an innovative approach in achieving an interdisciplinary learning model. The research included the following stages: preparation for designing a detailed 3D steam locomotive model; analysis of process difficulties; giving students and lecturers the opportunity to perform a specific modeling task, using basic primitives from solid geometry, as well as a questionnaire to analyze and evaluate the skills and knowledge of the participants in the 3D modeling field. In this context, the preparation process of a 3D steam locomotive model for educational purposes, using Autodesk 3ds Max software, is presented, and the 3D printing technology FDM is examined. We issued a challenge to the participants in the research to design a non-complex 3D model, using unfamiliar 3D modeling software Blender, within a limited time. The questionnaire covered topics in education, science, art, STEAM, and 3D modeling. The goal is to showcase the role of the integration of 3D technologies in educational environments with the idea of developing key skills and knowledge in learners.

This work presents a homemade multirole 3D-printed modular spectrometer(MPMS), which can be easily assembled like bricks and expanded with several modules to measure different types of spectra, such as UV-vis absorption, fluorescence emission, flame emission/absorption, glow discharge, and even Raman spectra. The spectrometer is designed to be cheap, flexible, and its inner structure is displayable, making it suitable for a range of applications and age groups. The assembly process allows for a clear understanding of the basic structure of the monochromator, the core component of spectrometers, as well as reveals the connections and similarities between different spectral analysis methods. Despite being easily disassembled, the spectrometer is robust, easy to calibrate, and highly precise, making it suitable for both qualitative and quantitative analysis. This study provides a valuable tool for those seeking a practical and educational approach to spectroscopy.

The aim of this study is to investigate the effectiveness of the activities designed with 3D printing technology on the teaching of the sixth-grade systems in our body unit and to determine the views of students on this technology. In this study, a mixed research design in which quantitative and qualitative research methods are used together was preferred. A total of 60 sixth grade students participated in the study. The study was carried out for 6 weeks and within the scope of a science lesson. During the study, lessons in the experimental group were processed using the activities developed with 3D printing technology in addition to the current curriculum while lessons in the control group were processed using the 2018 Science Curriculum. Data were then analyzed using the SPSS statistics program and descriptive analysis. The findings of the study revealed that there was a significant difference between the post-test mean scores for academic achievement in the experimental and control groups. It can be said that the activities developed with the 3D printing technology used in the teaching of the subjects in the experimental group after the application increased the academic achievement compared to the teaching in the control group where the current program was used. The results obtained from the qualitative findings of the research also support these quantitative results. It is recommended to use more 3D printing technology in science education.

Graduating approximately 150,000 engineering and engineering technology students per year, the engineering education system seeks to teach students to solve problems via analysis and design. Unfortunately, many curricula emphasize analysis at the expense of design, often relegating design activities to cornerstone and capstone design courses and leaving students ill-prepared for substantive capstone projects and post-baccalaureate practice. This work seeks to address this problem by introducing an appropriately-scaffolded design-analyze-build-test spine within an existing Mechanical Engineering Technology second-year Strength of Materials course. The 33-student cohort self-selected into 11 teams of 3 students per team to design, analyze, and additively manufacture 6-inch-long by 1-inch-maximum-width by 1-inch-maximum-height 3D-printed polylactic acid (PLA) beams weighing [less than or equal to] 45 grams. Beams were then three-point loaded during a culminating competition. The project intentionally rewarded multiple, competing objectives, including beam mass, maximum force at a 0.050-inch deflection, accuracy of analysis, and creativity. Over 29 calendar days, the project consumed approximately 1.5 in-class hours and was completed using only commonly-available university hardware, e.g., 3D printers and a load frame. Formative and summative surveys were administered to assess student task value, self-efficacy, and opinions. Results indicated that students were primarily motivated by utility and intrinsic task value. Despite 74% of the students having minimal experience with additive manufacturing, 75% of students felt their team had appropriate skills to complete the project. In addition to 84% of students stating the project reinforced their understanding of strength of materials, 95% of students stated that the project increased their understanding of open-ended design and the interconnection between material properties, materials processing, and strength of materials. This work is important in that it demonstrates a case study on how to incorporate design concepts within an engineering analysis course and that analysis and design concepts may coexist within a course.

Increasing and maintaining student engagement within anatomy education at a pre-collegiate level is a challenge that educators continue to encounter. Finding an appropriate level of difficulty that prepares students for the rigor of undergraduate anatomy education while balancing the need to inspire student interest in STEM-related fields of study can inadvertently discourage students, particularly when content is relayed in a 'traditional' lecture-based curriculum. The University of Colorado's Pre-Health Scholars Program (CUPS) is an academic enrichment program for high school students from under-represented minority groups who are interested in healthcare and STEM-related professions. To address the challenges in pre-collegiate anatomy education, the CUPS anatomy curriculum has shifted away from instruction that is purely lecture-based, to a project-oriented curriculum utilizing 3D printing. Here, students are encouraged to connect hands-on experiences and collaborate on individualized projects that require mastery of anatomical principles to create. Students are also introduced to anatomic structures in a multi-dimensional fashion that allows them to examine the complementary relationship between structure and function. This model of curriculum has the potential to improve engagement and create better foundations of anatomical knowledge through thoughtful instructional design. This article focuses on the design decisions and curricular components of this course.

The "maker" movement is gaining widespread attention, especially in the field of laboratory education. Here we have built a low-cost, "do-it-yourself", open-source thermal conductivity cell detector (TCD) for chemical laboratory analysis, which is assembled from thermal conductivity gas sensor elements and 3D-printed flow cell parts based on a Raspberry Pi Pico microcontroller. An ADS1115 digital-to-analog converter (with 16-bit acquisition resolution) is used to acquire the electrical signal from the thermal conductivity sensor response via a Wheatstone bridge. The device is programmed to acquire data based on the open-source Thonny Micro Python IDE software via I[superscript 2]C communication. Temperature programming analysis (TPA) is an important technique to characterize heterogeneous catalysts; therefore, we apply the assembled TCD to characterize the reduction properties of commercial Cu/ZnO/Al[subscript 2]O[subscript 3] catalysts. The hydrogen temperature-programmed reduction (H[subscript 2]-TPR) profile of the commercial Cu/ZnO/Al[subscript 2]O[subscript 3] catalyst shows a broad peak in the range of 150--250 °C with a peak position at 213 °C, which is consistent with previous reports. The total amount of hydrogen consumed by the commercial catalyst during H[subscript 2]-TPR is 10.7 mmol/g[subscript cat], which can be calculated from the calibrated H[subscript 2] vol % TCD signal result and the peak area of the H[subscript 2]-TPR profile. The results show that the fabricated TCD detector exhibits excellent performance during the testing process and is capable of meeting research-grade applications. In summary, students will learn a wide range of skills in a hands-on learning environment of a chemistry laboratory course.

The electrolysis of water to produce hydrogen is a critical step in many green chemistry processes. The key to the efficiency of water electrolysis is the synthesis of an appropriate electrocatalyst. Three-dimensional (3D) printing is an increasingly important part of many industrial processes. In this study, we propose an efficient laboratory experiment to synthesize a 3D-printed, hydrophilic, conductive, and monolithic electrocatalyst for the hydrogen evolution reaction (HER). Students learn to assemble an electrochemical cell, conduct electrodeposition, and evaluate HERs on both a 3D-printed electrode and traditional nickel foam. In this experiment, students learn to understand fundamental electrochemical principles and test techniques, including cyclic voltammetry and linear-sweep voltammetry, and analyze the relation between the catalytic performance and electrocatalyst compositions. This study also broadens the utilization of 3D printing in catalysis, energy production, organic chemistry, and chemical reaction engineering courses by leveraging the unique properties of 3D-printed materials.

Educational communities have expanded 3D printing in education, emphasizing the educational value of "creation" to develop the competencies required in the future. This study was conducted for the purpose of identifying the effect size by synthesizing prior studies on the effect of 3D printing in education. To achieve the goal, 26 research papers on 3D printing in education conducted in South Korea from 2014 to 2021 were selected and meta-analysis was performed. The results of meta-analysis are as follows. First, the overall effect size of 3D printing in education was 0.759, which was found to be a medium effect size. Second, the effect sizes for each categorical variable are as follows: both the affective domain and the cognitive domain showed medium effect sizes for the learning effects. Middle school showed a large effect size, and elementary school and high school had a medium effect size. Gifted students had a large effect size, and general students had a medium effect size. In terms of the concentrated subjects, mathematics showed a large effect size and science and technology showed a medium effect size. Single subject showed a large effect size and convergence education had a medium effect size. Both offline classes and blended classes showed increased effect sizes. Both the team activity and the individual activity showed a median effect size. The out-of-school program showed a large effect size, and the school program showed a medium effect size. 3D pens showed a large effect size, and 3D printers showed medium effect size. In terms of the modeling type, unstructured modeling showed a large effect size, as did semi-structured modeling, while semi-structured modeling showed a medium effect size. This study has implications for instructional design that can increase the effect of 3D printing in education.

Experiments involving electrochemical cells are of great pedagogical value for learners of introductory chemistry. This paper discusses an improved experimental kit made from a 24-well cell culture plate and a 3D-printed scaffold. The current design focuses not only on the accuracy of the result but also on the intuitiveness of the wiring work and measurement of the cell potential. Half-cells in this kit include metal ion|metal electrodes (Ag[superscript +]|Ag, Cu[superscript 2+]|Cu, Fe[superscript 2+]|Fe, Mg[superscript 2+]|Mg, Ni[superscript 2+]|Ni, Pb[superscript 2+]|Pb, Sn[superscript 2+]|Sn, and Zn[superscript 2+]|Zn) and gas electrodes (Cl-|Cl[subscript 2]|Pt, H[superscript +]|H[subscript 2]|Pt, and O[superscript 2-]|O[subscript 2]|Pt) as well as Br[superscript -]|Br[superscript 2]|Pt and I[superscript -]|I[superscript 2]|Pt. Cells are combined in a series circuit to light an LED or sound a buzzer. This kit can be used to enhance teaching and learning activities involving electrochemistry at the senior secondary school and first-year university levels.

3D printing technology has an influence on a variety of industries such as automotive, engineering, medical, aerospace, sports, fashion, education, and more. In education, 3D printing is used in many different fields like pharmacy, mathematics, biology, chemistry, art education, graphic design, engineering, and even in early childhood and special education. The adoption of 3D printing technology in education is still at a low level, and the lack of adequate technology education is considered a major obstacle to the adoption of this technology. As teachers' knowledge of 3D printing technology increases, so will their intention to integrate 3D printing technologies into their classrooms. However, current teacher education programs have not provided sufficient training to trainees with the necessary expertise and skills to use digital fabrication in the classroom. This case study explored prospective information and communication technologies (ICT) teachers' perceptions on the integration of 3D printing into teaching and learning as well as their evaluation of offered 3D modeling and printing course. The results showed that most of the prospective teachers were satisfied with the course and they felt competent enough about 3D printing processes and to integrate 3D printing in teaching-learning activities. They have positive opinions about the use of 3D printers for educational purposes, as they provide concretization of the subject, increase the motivation of the students, and they are very useful in the production of teaching materials. In line with the research results, suggestions were made for a course that aims to introduce 3D printing technologies in teacher education programs.

In this article, the authors explain how they leveraged the popularity of the "Star Wars" franchise to introduce a task steeped in popular culture as a fun way to engage their students in investigating complex mathematics that have real-life connections to careers in toy design and engineering design in general. The authors share various aspects of the multiday lesson to highlight the students' deep mathematical reasoning. The article starts with the introduction of the task, in which the authors challenged students to sketch a 2D prototype droid using paper and pencil, followed by creation of their 3D prototype using technology. The lesson includes the students computing the "cost" of the action figure they created.

3D printing is a widely used technology in a number of STEM fields and can be incorporated into undergraduate education in order to engage students in active learning. Using the Technological Pedagogical Content Knowledge (TPACK) framework, this study examined student perceptions of completing 3D printing of a physical model in two different Biology courses, Anatomy and Physiology and Molecular Biology. Students completed surveys before and after engaging in a semester-long 3D printing project. Demographic information was also collected in order to assess student perceptions based on race and sex. Students reported increased confidence with 3D printing technology after completing their projects, and this effect occurred similarly across race and sex. Student attitudes towards their 3D printing experience were overwhelmingly positive, with general interest and excitement being the most common themes. These results suggest that 3D printing projects can be successfully implemented in undergraduate courses and generate positive student outcomes. Engaging women and underrepresented minority students with 3D printing technology may have significant implications for retention of these students in STEM programs.

The pharmaceutical industry relies heavily on analytical techniques for identifying and characterizing drug compounds. In this experiment, undergraduate pharmacy students explored the applications of near-infrared spectroscopy for pharmaceutical analysis and its potential for identifying patterns and relationships among pharmaceutical samples. In addition, they were introduced to the chemometrics field using classical pretreatment and data exploration methods. To reduce the need for expensive instrumental equipment, we have developed a small and affordable device based on the DLP NIRscan Nano EVM by Texas Instruments using free software solutions and a 3D-printed case for Raspberry Pi single-board computers. The goal of the experiment was to guide students through all the necessary steps for measuring and analyzing samples using NIR spectroscopy and to encourage their learning through the application of mathematical methods in a defined laboratory setting.

As part of the maker movement, 3D printing technology has received considerable attention in education. Although this technology has become increasingly available in schools, K-12 teachers often struggle with integrating 3D technology into classroom teaching and learning. Professional development support is needed to help teachers develop the unique technological pedagogical knowledge and skillset in designing and implementing maker-centered instruction. Taking a make-to-learn training approach, this study examined characteristics of the 3D model-based lessons that K-12 teachers designed for classroom teaching. Data included the 3D models and lesson plans of 162 in-service K-12 teachers. Results of the quantitative and qualitative data analyses show that the teachers adopted various ways to incorporate 3D models/modeling in classroom teaching, aimed for different learning outcomes with the 3D model-based lessons, and selected diverse strategies to facilitate maker-centered instruction and learning. Implications for research and professional development of integrating 3D technology in K-12 schools are discussed.

An increased reliance on nanotechnology and recent developments in materials fabrication coincide with a greater prevalence of 3D printers in high schools. We developed this lesson to foster an exploration of interdisciplinary fields and to increase access to recent advances in materials chemistry through two different learning modules. The lab focuses on designing a 3D-printable guide to assist in consistent and reproducible growth of TiO2 nanotubes. The first module involves the collaborative and rapid prototyping of a 3D-printed template, and the second module is focused on implementing the designs from the first module to grow TiO2 nanotubes in a lab environment. The advantages to this approach include the utilization of widespread technologies and the usage of common laboratory reagents. This lesson has been tested in the high school classroom, and it was found that its implementation is suitable for both high school and early undergraduate laboratories.

This report outlines an approach for preparing 5-color 3D printed plastic models of molecular orbitals and electron density surfaces using a hobby-grade 3D printer. Instructions are provided for preparing 3D orbital and electron density surface (EDS) models using solid or mesh representations in ground state and transition state structures. We show that the information content of 3D orbital and surface models can be enhanced with text annotation, bisection, strut and dashed bond placement, and composite orbital-EDS model constructions. Example prints illustrate orbital concepts in organic and inorganic chemistry, such as the ethyl cation ([sigma]-p hyperconjugation), methane (hybridization and C-H bonding), ethane ([sigma]-[sigma]* hyperconjugation in the staggered and eclipsed conformations), 2-hydroxytetrahydropyran (the anomeric effect/n-[sigma]* hyperconjugation), the water dimer (hydrogen bonding/n-[sigma]* overlap), ethylene, 1,3-butadiene, and benzene ([pi] molecular orbitals), Re[subscript 2]Cl[subscript 8][superscript 2-], and U[subscript 2](COT)[subscript 2] (metal-metal quadruple bonds). Transition state models illustrate orbital interactions in the S[subscript N]2 reaction of cyanide with methyl, ethyl, and isopropyl chloride and in a hydroboration reaction of BH[subscript 3] with propene. Composite EDS models of methyl and isopropyl chloride (for exploring their relative reactivities as S[subscript N]2 electrophiles) and methylcyclohexane (visualizing 1,3-diaxial interactions) are described. Student perceptions of a multicolor 3D orbital print used in an introductory organic chemistry laboratory course are reported.

Additive manufacturing (AM) is projected to require 60,000 jobs in the UK by 2025, but there are a series of barriers to the industrial application. One of the most problematic is non-comprehensive knowledge in design for AM (DfAM). This study aims to test the effect of two undergraduate DfAM teaching approaches. A visual and audial approach (design lecture) and a kinaesthetic, problem-based learning (PBL) approach (manufacturing laboratory) were compared against technical and participant perspective criteria to assess the learning, engagement, and self-efficacy of the students. The participants were set a DfAM challenge; to redesign a bracket. The technical merits of the designs were evaluated after teaching through a design lecture alone or after a design lecture and manufacturing-laboratory. The participant's perspective was evaluated at the end of the study. The groups who undertook both the design lecture and manufacturing laboratory showed a mean technical mark of 100% for criteria (C) 13 ("Parts have been consolidated into one part"), 91.7% for C14 ("The bracket is hollowed where possible") and 100% for C16 ("Manufacture was successful"). These technical marks demonstrate a statistically significant increase over those of the groups who undertook the design lecture alone. The participant evaluation reinforced this result; the manufacturing laboratory was chosen more frequently in answer to questions on applicability (Q13 = 83%), preparedness (Q15 = 83%), and gaining confidence in DfAM (Q31 = 74%). This study demonstrates the importance of PBL in DfAM, both to increase technical aptitude of the student (creativity and manufacturing) and their perspective on their own learning and self-efficacy.

The role of "design" in the exploration of integrated "Science, Technology, Engineering, and Mathematics" (STEM) education has rapidly expanded in recent years. "Design" has made an important contribution by providing instructional scaffolds in synthesising knowledge from multiple disciplines to solve real-world problems. Despite the potential of "Design-based Pedagogy" (DBP), there is a paucity of applicable DBP process models for constructing integrated STEM tasks and formulating implementation approaches. To address this issue, we enquire into the "Solution-based Design Process" (SBDP) that reconciles curriculum content knowledge and teaching through authentic problem finding and solving. Through an exploratory study of a self-critical reflection in autoethnographic design practice, we explore how the optimised SBDP can inform (i) The "design skills" and "mindsets" of DBP for "integrated STEM education," and (ii) The "instructional processes" for constructing and implementing integrated STEM tasks involving design models. As found in this study, a unique feature of the Solution-based DBP is that it relates to the processes of thinking and reasoning--highly cognitive and logical; its application requires the skilled operation of 3D printing-based digital fabrication. Additionally, we demonstrated a Solution-based DBP, combined with 3D printing-based digital fabrication, and providing teachers with a structural blueprint for developing integrated STEM programs. Overall, this research contributes to the corpus of methodologically rigorous and evidence-based studies on design-led integrated STEM curriculums in the context of a specific country's education system.

This study examines a mixed methods experiment, evaluating the impact of 3D printing on Occupational Therapy student's self-reported technology efficacy levels, before and after an educational module focused on 3D printing technology. Utilizing free and online software and university owned 3D printers, students were challenged to create client centered assistive devices. Software included free computer aided drafting software, slicing software, and an online design repository. Copyright and attribution licensing concepts were also addressed for design modification considerations and use in clinical settings. Participants explored adaptations of 3D designs to meet individualized client needs and integration of rehabilitative theories. Project-based implementation of 3D printing with "real world" clients created increased student "buy-in" and engagement. Participants were recruited from private, rural, higher education, occupational therapy students in pre-clinical lab courses. Comparisons between student groups exposed to 3D printing and a control group without exposure are assessed using quantitative and qualitative data. The control group expressed interest in further technology education in their field. Students show significant increases in technology focused self-efficacy between participant groups.

While assistive technology is often suggested as a way to increase, maintain, or improve functional ability for individuals with disabilities within physical activity (PA) settings, cost and availability of such items are often noted as barriers. In recent years, 3D printing has become available to the general public through the adoption of 3D printers in schools, libraries, and universities. Through individual design and rapid prototyping, 3D printing can support physical educators in accommodating student need for assistive technology through a multitude of modification possibilities. This article will highlight the capacity for 3D printed assistive technology within educational settings, and will illustrate how teachers, APE specialists, and other related service personnel can utilize this technology to support student success in PE and PA settings. This article will also assist practitioners with locating, uploading, and utilizing existing collections of 3D assistive technology models from open-source websites, such as Thingiverse.

The paper addresses concept formation processes of a student in the field of geometry. More precisely, the paper deals with the question of how to assist a student in a mathematical concept formation process -- in the context of area calculations in triangles -- with a specially designed learning environment based on the usage of 3D printed objects. Methodologically, we use the descriptive framework of the concept of Domains of Subjective Experience for the analysis of our case study. The objective is to describe the use of a learning environment to initiate targeted, theoretical concepts with a student. The student develops an empirical notion of bases and heights in triangles (with respect to the calculation of surface areas), using 2Ddrawings and 3Dprinted objects. In this article we argue, teaching mathematics consistently in an object-oriented and practical (visual) way, and additionally promoting the development of concept formation as a mathematical activity, brings a student in a situation where he develops hypotheses, tries them out, and transfers them to other fields of application; thus engages in concept formation processes.

This exercise encompassed the construction and use of a microcontroller-based laser refractometer. The instrument, which does not require a high skill level to build, primarily consisted of a line laser, optical sensor, several 3-D printed parts and printed circuit boards, and a microcontroller development board. Construction and testing of the device occurred in upper division analytical chemistry courses, either quantitative analysis or instrumental methods, and data analysis of real-world samples took place in the general chemistry laboratory. Open-source software was used to (a) communicate between a laptop and microcontroller and (b) record data in real-time directly to an Excel spreadsheet utilizing visual Basic for applications (VBA) an event driven programming language that is part of Microsoft Office applications. In addition to collecting the data, general chemistry students used Excel to generate a calibration curve and determine the concentration of ethylene glycol in an antifreeze sample. Student engagement was assessed using a Likert-type survey, and the results were analyzed using statistical methods. Laboratory reports and a postlab quiz were used to assess student learning outcomes.

The use of molecular models in chemistry and biochemistry classes is very effective in helping students understand covalent bonds and the chemical structure of molecules. However, conventional molecular models cannot represent intermolecular interactions such as hydrogen bonds and electrostatic interactions. Herein, we describe 3D printed molecular models of nucleobases with the S and N poles of neodymium magnets placed as the donor and acceptor atoms of hydrogen bonds, respectively. The molecular models, called BasePairPuzzle, allow the user to experience manually how molecular recognition occurs when molecules attract or repel each other. This helps to understand the concept of hydrogen bonding and electrostatic interactions. By playing with two or more molecular parts, by attaching and detaching them, users can understand and realize various biological phenomena at the molecular level, such as why DNA forms complementary A-T and G-C base pairs to store genetic information, how DNA mutations can occur, and how nucleic acids can form various noncomplementary base pairs to have complex structures and functions other than storing and transmitting genetic information. In addition, for professional research scientists, the molecular models can support the discovery of new molecular design ideas in drug discovery and nanotechnology.

There is a large amount of research that indicates that the use of 3DMP in STEM education improves students' knowledge, motivation, and participation in the learning process. Nevertheless, despite the existing attempts to market 3DMP in education, its adoption in schools remains low. A number of studies with teachers in secondary schools and colleges indicate that teachers' perceptions of 3DMP are one of the key factors for its successful use. However, to our best knowledge, there is no research that examined STEM upper primary school teachers' perception on 3DMP. Through phenomenographic approach, this study is seeking to address the existing gaps. Four conceptions of 3DMP teaching emerged: (1) 3DMP as tools for classroom modernization; (2) 3DMP technical and software characteristics' impact on implementation; (3) 3DMP as a tool for learning and improvement in teaching; (4) 3DMP and students' professional orientation, teachers' professional development. These four categories are connected by five key aspects of variation: impact on students, impact on teachers, classroom activity management, authenticity, subject-curriculum matters. The results of our study indicate that the mathematics and science teachers have a more sophisticated opinion on 3DMP than teachers of technical education, engineering, and informatics who mostly require additional training when it comes to using 3DMP in STEM education. Comparatively, science and mathematics teachers need support with implementation of software and 3D printers as a technical tool. Considering that this study's teachers were early adopters of 3DMP, any future research should explore conceptions of experienced users.

Contribution: This article presents the design, creation, testing, and results after the use of a 3-D-printed educational tool that helped a blind student learning electric circuits theory in higher education. Background: Educational tools oriented to visually impaired and blind students in higher education are limited or even nonexistent in the STEM area. Previous developments on the field present in the literature, including other 3-D printing solutions, have been revised and compared to the proposed educational tool. Intended Outcomes: The tool was tested by a blind student in order to test the potential of the design to achieve a better understanding of the topology and performance of electric circuits. The main purpose of the tool described in this work is helping to increase the resources available in the field of teaching students with visual impairments. Application Design: 3-D technology has the potential to be used to create accessibility tools for visually impaired and blind individuals. Modular systems can be used to create complex structures using simple elements. A modular 3-D-printed tool was fabricated to help blind and visually impaired students to learn net structures. Findings: The 3-D tool has allowed the blind student to work autonomously in the study of simple electric circuits and supplies the teacher with a resource to communicate with the student in an easy and fast way. Updated design can be used to describe more complex net structures that can be applied to most electric circuits despite their complexity. The use of the modular system provided the blind student with a direct representation of the whole subject, even when it involved a great amount of graphical information and manipulation.

The aim of this study was to explore how landmark-based STEAM projects can be created to run cross-country math trails utilizing augmented reality and 3D printing technologies. A study was conducted involving 42 prospective teachers at a teacher education institution. We organized a series of lectures in a spatial geometry course and explored prospective teachers' work. With the help of the GeoGebra classroom, a learning environment has been built. The lectures are held with a team-based project. Data was collected by observing and interviewing prospective teachers as they worked on projects and analyzed products. The findings suggested that prospective teachers successfully applied the geometry theorems they learnt to create 3D models of the chosen landmarks using GeoGebra. These landmarks are linked to topics from the school curriculum in order to produce STEAM-based tasks. A math trail is produced by linking a series of these tasks using Augmented Reality and 3D printing technologies. This trail has the ability to be utilized across nations to learn about each other's cultures while studying mathematics by introducing various landmarks in several locations.