Advantages and Disadvantages of Using 3D Printing by Science Teachers

Authors

Syinta Khefrianti , Asep Kadarohman , Wiji , Wandy Praginda

DOI:

10.29303/jppipa.v10i8.6518

Published:

2024-08-25

Issue:

Vol. 10 No. 8 (2024): August

Keywords:

Fabrication laboratory, Learning teacher, 3D printer, 3D printing

Review

Downloads

How to Cite

Khefrianti, S., Kadarohman, A., Wiji, & Praginda, W. (2024). Advantages and Disadvantages of Using 3D Printing by Science Teachers. Jurnal Penelitian Pendidikan IPA, 10(8), 559–565. https://doi.org/10.29303/jppipa.v10i8.6518
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

3D printing transforms abstract contexts into more concrete ones and effectively enhances creativity. The purpose of this study is to explore the benefits and challenges teachers face in using 3D printing. The research method used in this study involved a narrative review of various literatures related to the use of 3D printing by science teachers. The results of this study show that there are benefits in using 3D printing as well as barriers experienced by science teachers. The benefits obtained by teachers are not only limited to themselves but also colleagues due to collaboration and of course for students. Teachers' pedagogical skills in designing lessons and using technology also experienced positive changes. Meanwhile, the obstacles in using 3D printing are also felt by teachers such as limited teacher skills, availability of tools and the use of tools that are relatively time-consuming.

References

Akyol, C., Uygur, M., & Yanpar Yelken, T. (2022). 3D printers as an educational tool in gifted education: effective use, problems and suggestions. Journal for the Education of Gifted Young Scientists, 10(2), 173–205. https://doi.org/10.17478/jegys.1105484

Alda, R., Boholano, H., & Dayagbil, F. (2020). Teacher Education Institutions in the Philippines towards Education 4.0. International Journal of Learning, Teaching and Educational Research, 19(8), 137–154. https://doi.org/10.26803/ijlter.19.8.8

Andic, B., Ulbrich, E., Noah, T., Picard, D., Cvjetićanin, S., Petrović, F., & Lavicza, Z. (2023). A Phenomenography Study of STEM Teachers ’ Conceptions of Using Three ‑ Dimensional Modeling and Printing ( 3DMP ) in Teaching. Journal of Science Education and Technology, 32, 45–60. https://doi.org/10.1007/s10956-022-10005-0

Arslan, A., & Erdogan, I. (2021). Use of 3D Printers for Teacher Training and Sample Activities. International Journal of Progressive Education, 17(3), 343–360. https://doi.org/10.29329/ijpe.2021.346.22

Asempapa, R. S., & Love, T. S. (2021). Teaching math modeling through 3D-printing : Examining the influence of an integrative professional development. Reasearch Paper-Integrated STEM Education, 121, 85–95. https://doi.org/10.1111/ssm.12448

Bonorden, M., & Papenbrock, J. (2022). Evidence-Based Optimization of Classroom Teaching Units Using 3D Printers for Designing Models—From the 2D Picture to the 3D Flower Model. Education Sciences, 12(11), 1–19. https://doi.org/10.3390/educsci12110831

Bower, M., Stevenson, M., Forbes, A., Falloon, G., & Forbes, A. (2020). Makerspaces pedagogy – supports and constraints during 3D design and 3D printing activities in primary schools. Educational Media International, 57(1), 1–28. https://doi.org/10.1080/09523987.2020.1744845

Branko, A., Sorgo, A., Helm, C., Weinhandl, R., & Lang, V. (2023). Exploring Factors Affecting Elementary School Teachers’ Adoption of 3D Printers In Teaching. TechTrends, 67(6), 990–1006. https://doi.org/10.1007/s11528-023-00909-y

Budinski, N., Lavicza, Z., & Houghton, T. (2022). Opportunities for 3D printing in Hybrid Education. Open Education Studies, 4(1), 339–344. https://doi.org/10.1515/edu-2022-0175

Buruiana, A., Repanovici, A., Cotoros, D., Suciu, A., Buruiană, A., Repanovici, A., & Cotoros, D. (2019). Methods for for Teaching Teaching the the Use Use of of Prototyping Prototyping by for capacity optimization between used capacity and operational efficiency. Procedia Manufacturing, 32, 356–359. https://doi.org/10.1016/j.promfg.2019.02.225

Chen, J., & Cheng, L. (2021). The influence of 3D printing on the education of primary and secondary school students The influence of 3D printing on the education of primary and secondary school students. Journal of Physics: Conference Series, 1–6. https://doi.org/10.1088/1742-6596/1976/1/012072

Chen, Y., Cao, L., & Zhang, Y. (2023). Teachers as makers: How K-12 teachers design 3D making lessons for classroom teaching. Education and Information Technologies, 28, 6947–6975. https://doi.org/10.1007/s10639-022-11475-w

Cheng, L., Antonenko, P. D., Ritzhaupt, A. D., Dawson, K., Miller, D., Macfadden, B. J., Grant, C., Sheppard, T. D., & Ziegler, M. (2020). Computers & Education Exploring the influence of teachers ’ beliefs and 3D printing integrated STEM instruction on students’ STEM motivation. Computers & Education, 158, 1–18. https://doi.org/10.1016/j.compedu.2020.103983

Cheng, L., Pasha, P., & Albert, A. (2021). Exploring the role of 3D printing and STEM integration levels in students ’ STEM career interest. British Journal of Education Technology, 52(3), 1–17. https://doi.org/10.1111/bjet.13077

Choi, H., & Kim, J. M. (2018). Implications for activating 3D printer use for education in elementary and secondary schools. International Journal on Advanced Science, Engineering and Information Technology, 8(4–2), 1546–1551. https://doi.org/10.18517/ijaseit.8.4-2.5722

Chytas, C., Tsilingiris, A., & Diethelm, I. (2019). Exploring Computational Thinking Skills in 3D Printing : A Data Analysis of an Online Makerspace. IEEE Global Engineering Education Conference (EDUCON), 1173–1179. https://doi.org/10.1109/EDUCON.2019.8725202

Cruz-campos, J. C. De, Rodríguez-jiménez, C., & Navas-parejo, M. R. (2022). 3D Printing in Education, Theoretical Perspective and Classroom Experiences Impresión 3D en educación, Perspectiva teórica. CENTRA Journal of Social Sciences, 1(1), 67–80. https://doi.org/10.54790/rccs.16

Dickenson, C. E., Blackburn, R. A. R., & Britton, R. G. (2020). 3D Printing Workshop Activity That Aids Representation of Molecules and Student Comprehension of Shape and Chirality. Journal of Chemical Education, 97(10), 3714–3719. https://doi.org/10.1021/acs.jchemed.0c00457

Dickson, B., Weber, J., Kotsopoulos, D., Boyd, T., Jiwani, S., & Roach, B. (2020). The role of productive failure in 3D printing in a middle school setting. International Journal of Technology and Design Education, 31, 489–502. https://doi.org/10.1007/s10798-020-09568-z

Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Education Tech Research Dev, 68, 2449–2472. https://doi.org/10.1007/s11423-020-09767-4

Forbes, A., Falloon, G., Stevenson, M., & Hatzigianni, M. (2020). An Analysis of the Nature of Young Students’ STEM Learning in 3D Technology-Enhanced Makerspaces An Analysis of the Nature of Young Students ’ STEM Learning in 3D. Early Education and Development, 32(1), 1–16. https://doi.org/10.1080/10409289.2020.1781325

Ford, S., & Minshall, T. (2018). Invited Review Article: Where and how 3D printing is used in teaching and education. Additive Manufacturing, 25, 131–150. https://doi.org/10.1016/j.addma.2018.10.028

Han, J., Kelley, T., & Knowles, J. G. (2021). Factors Influencing Student STEM Learning : Self-Efficacy and Outcome Expectancy , 21 st Century Skills , and Career Awareness. Journal for STEM Education Research, 4, 117–137. https://doi.org/10.1007/s41979-021-00053-3

Hartings, M. R., & Ahmed, Z. (2019). Chemistry from 3D printed objects. Nature Reviews Chemistry, 3(5), 305–314. https://doi.org/10.1038/s41570-019-0097-z

Heredia, S. C., Tan, E., Heredia, S. C., & Tan, E. (2021). Teaching & learning in makerspaces : equipping teachers to become justice-oriented maker- educators. The Journal of Educational Research, 114(2), 171–182. https://doi.org/10.1080/00220671.2020.1860871

Holzmann, P., Schwarz, E. J., & Audretsch, D. B. (2020). Understanding the determinants of novel technology adoption among teachers : the case of 3D printing. The Journal of Technology Transfer, 45(1), 259–275. https://doi.org/10.1007/s10961-018-9693-1

Howell, M. E., Booth, C. S., Sikich, S. M., Helikar, T., van Dijk, K., Roston, R. L., & Couch, B. A. (2020). Interactive learning modules with 3D printed models improve student understanding of protein structure–function relationships. Biochemistry and Molecular Biology Education, 48(4), 356–368. https://doi.org/10.1002/bmb.21362

Hsiao, H. S., Lin, K. Y., Chen, J. C., & Lin, C. Y. (2018). 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(2), 1–10. https://doi.org/10.1111/jcal.12319

Hsu, C.-Y., & Ou, S.-J. (2022). Innovative Practice of Sustainable Landscape Architecture Education — Parametric-Aided Design and Application. Sustainability, 14(8), 1–16. https://doi.org/10.3390/su14084627

Huang, C., & Chun, J. (2022). Computers & Education Effectiveness of a three-dimensional-printing curriculum : Developing and evaluating an elementary school design-oriented model course. Computers & Education, 187, 1–28. https://doi.org/10.1016/j.compedu.2022.104553

Huang, T. C., Chen, M. Y., & Lin, C. Y. (2019). Exploring the behavioral patterns transformation of learners in different 3D modeling teaching strategies. Computers in Human Behavior, 92, 670–678. https://doi.org/10.1016/j.chb.2017.08.028

Indrawan, S. E., & Purwanto, L. (2021). Digital Fabrication as a Learning Media for Ligthweight. MODUL, 21(2), 126–133. https://doi.org/10.14710/mdl.21.2.2021.126-133

Kelley, T. R., Knowles, J. G., Holland, J. D., & Han, J. (2020). Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice. International Journal of STEM Education, 7(14), 1–13. https://doi.org/10.1186/s40594-020-00211-w

Khurma, O. A., Ali, N., & Khine, M. S. (2023). Exploring the impact of 3D printing integration on STEM attitudes in elementary schools. Contemporary Educational Technology, 15(4), 1–19. https://doi.org/10.30935/cedtech/13568

Kit Ng, D. T., Tsui, M. F., & Yuen, M. (2022). Exploring the use of 3D printing in mathematics education: A scoping review. Asian Journal for Mathematics Education, 1(3), 338–358. https://doi.org/10.1177/27527263221129357

Lavicza, Z., Weinhandl, R., Prodromou, T., An, B., Lieban, D., Hohenwarter, M., Fenyvesi, K., Brownell, C., & Manuel, J. (2022). Developing and Evaluating Educational Innovations for STEAM Education in Rapidly Changing Digital Technology Environments. MDPI, 14(12), 1–15. https://doi.org/10.3390/su14127237

Leinonen, T., & Virnes, M. (2020). 3D Printing in the Wild : Adopting Digital Fabrication in Elementary School Education. International Journal of Art & Design Education, 3, 600–615. https://doi.org/10.1111/jade.12310

Levin, L., & Verner, I. (2021). Student Practice In 3D Design and Printing for Promoting Analytical and Applied Mathematical Thinking Skills. International Journal of Engineering Pedagogy, 11(3), 39–53. https://doi.org/10.3991/ijep.v11i3.19893

Lin, K. Y., Lu, S. C., Hsiao, H. H., Kao, C. P., & Williams, P. J. (2023). Developing student imagination and career interest through a STEM project using 3D printing with repetitive modeling. Interactive Learning Environments, 31(5), 2884–2898. https://doi.org/10.1080/10494820.2021.1913607

Mahendarto, T. (2020). Digital Fabrication and How It Affects the Future of Indonesian Construction World. Advances in Engineering Research, 192, 97–102. https://doi.org/10.2991/aer.k.200214.014

Novak, E. (2022). 3D Printing in Education. Routledge Resources Online-Education, 1–6. https://doi.org/10.4324/9781138609877-ree81-1

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(5), 412–432. https://doi.org/10.1007/s10956-018-9733-5

Pearson, H. A., & Dubé, A. K. (2021). 3D printing as an Educational Technology: Theoretical Perspectives, Learning Outcomes, and Recommendations for Practice. Education and Information Technologies, 27, 3037–3064. https://doi.org/10.1007/s10639-021-10733-7

Rayna, T., & Striukova, L. (2021). Fostering skills for the 21st century: The role of Fab labs and makerspaces. Technological Forecasting and Social Change, 164, 120391. https://doi.org/10.1016/j.techfore.2020.120391

Sanchez, I., Pitkanen, K., Laru, J., & Iwata, M. (2020). International Journal of Child-Computer Interaction STEAM in Oulu : Scaffolding the development of a Community of Practice for local educators around STEAM and digital fabrication. International Journal of Child-Computer Interaction, 26, 100197. https://doi.org/10.1016/j.ijcci.2020.100197

Smith, D. W., Lampley, S. A., Dolan, B., Williams, G., Schleppenbach, D., & Blair, M. (2020). Effect of 3D Manipulatives on Students with Visual Impairments Who Are Learning Chemistry Constructs: A Pilot Study. Journal of Visual Impairment & Blindness, 114(5), 1–12. https://doi.org/10.1177/0145482X20953266

Song, M. J. (2018). Learning to teach 3D printing in schools: how do teachers in Korea prepare to integrate 3D printing technology into classrooms? Educational Media International, 55(3), 183–198. https://doi.org/10.1080/09523987.2018.1512448

Stevenson, M., Bower, M., Falloon, G., & Forbes, A. (2019). By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities. British Journal of Education Technology, 50(3), 1–15. https://doi.org/10.1111/bjet.12743

Thyssen, C., Meier, M., & Meier, M. (2023). 3D Printing as an element of teaching — perceptions and perspectives of teachers at German schools. Frontiers in Education, 8, 1–15. https://doi.org/10.3389/feduc.2023.1233337

Tore, S. Di, Simon, G. De, & Todino, M. D. (2021). Learning by Making. 3D Printing Guidelines for Teachers. Makers at School, Educational Robotics and Innovative Learning Environments, 181–186. https://doi.org/10.1007/978-3-030-77040-2

Trust, T., & Woodruff, N. (2021). Educators’ Interests, Prior Knowledge and Questions Regarding Augmented Reality, Virtual Reality and 3D Printing and Modeling. TechTrends, `65, 548–561. https://doi.org/10.1007/s11528-021-00594-9

Ucgul, M., & Altıok, S. (2023). The perceptions of prospective ICT teachers towards the integration of 3D printing into education and their views on the 3D modeling and printing course. Education and Information Technologies, 28(8), 10151–10181. https://doi.org/10.1007/s10639-023-11593-z

Voldborg, H., & Pitkanen, K. (2019). Empowering educators by developing professional practice in digital fabrication and design thinking. International Journal of Child-Computer Interaction, 21, 1–16. https://doi.org/10.1016/j.ijcci.2019.03.001

Wang, Z. (2022). 3D Printing Technology in Model Design Teaching. International Conference on Frontier Computing, 1829–1834. https://doi.org/10.1007/978-981-16-0115-6_213

Wibawa, B., Syakdiyah, H., Siregar, J. S., & Asrorie, D. A. (2021). Use of 3D printing for learning science and manufacturing technology. AIP Conference Proceedings, 2332, 1–7. https://doi.org/10.1063/5.0045380

Zhou, D., Gomez, R., Wright, N., Rittenbruch, M., & Davis, J. (2020). A design‑led conceptual framework for developing school integrated STEM programs: the Australian context. International Journal of Technology and Design Education, 32, 383–411. https://doi.org/10.1007/s10798-020-09619-5

Author Biographies

Syinta Khefrianti, Universitas Pendidikan Indonesia

Asep Kadarohman, Universitas Pendidikan Indonesia

Wiji, Universitas Pendidikan Indonesia

Wandy Praginda, Balai Besar Guru Penggerak Jawa Barat

License

Copyright (c) 2024 Syinta Khefrianti, Asep Kadarohman, Wiji, Wandy Praginda

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).