Attitudes of Pre-Service Teachers on the Use of 3D Printing with Tinkercad in Science Education
3D printer technology and 3D design are used in many fields and are gaining various uses day by day. It is seen that the quality of education and trai.
- Pub. date: December 15, 2023
- Pages: 217-228
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3D printer technology and 3D design are used in many fields and are gaining various uses day by day. It is seen that the quality of education and training has increased with the effective use of 3D technology in the education and training environment. This study aims to investigate the attitudes of Pre-Service Teachers about the use of 3D printer activities made with Tinkercad in science education. 43 science pre-service teachers participated in the study, which lasted 8 weeks. A mixed research method was used in this study. The problem-solving scale and the attitude scale towards the use of 3D printers in science education were applied to the pre-service teachers. To collect the research data, the attitude scale was applied as a pre-test and post-test. For Paired samples, a t-test was applied and analyses were performed. In qualitative studies, semi-structured student interview questions were applied. According to the findings of the study, there was a significant increase in students' positive attitudes towards the use of 3D printers in science education. Tinkercad and 3D printer trainings have been given and applications have been made within the scope of these trainings. There have been 6 activities related to 3D printers. Thanks to 3D printers, students have the opportunity to present creative ideas and things they imagine to life by making designs in their minds. It seems that abstract concepts related to the sciences are embodied with a 3D printer and turned into tangible objects. Examining a physical object makes it easier for students to identify mistakes they have made in designs. It is seen that they do creative and solution-oriented work against the problems they encounter. Thus, it is predicted that learning will be more permanent and effective.
Keywords: Tinkercad, 3D printer, science education, attitude.
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References
Aksoy, B. (2003). Problem çözme yönteminin çevre eğitiminde [In environmental education of problem solving method]. Pamukkale University Faculty of Education Journal/Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14(14), 83-98. https://bit.ly/3MiW2k1
Aktaş, H., & Yılmaz, N. (2017). Üniversite gençlerinin yalnızlık ve utangaçlık unsurları açısından akıllı telefon bağımlılığı [Smartphone addiction in terms of the elements of loneliness and shyness of university youth]. International Journal of Social Sciences and Education Research, 3(1), 85-100. https://doi.org/10.24289/ijsser.283590
Assante, D., Cennamo, G. M., & Placidi, L. (2020). 3D printing in education: An European perspective. In 2020 IEEE Global Engineering Education Conference (EDUCON) (pp. 1133-1138). IEEE. https://doi.org/10.1109/EDUCON45650. 2020.9125311
Atalay, H. A., Değirmentepe, R. B., Bozkurt, M., Can, M., Canat, H. L., & Altunrende, F. (2016). Use of 3D technology in medicine and urology fields. Bulletin of Endourology, 9, 65-71. https://doi.org/10.5350/ENDO2016090208
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39-43. https://doi.org/10.1080/00098650903505415
Brown, A. (2015). 3D Printing in instructional settings: Identifying a curricular hierarchy of activities. TechTrends, 59, 16-24. https://doi.org/10.1007/s11528-015-0887-1
Büyüköztürk, Ş., Kılıç Çakmak, E., Erkan Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2013). Eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education]. Pegem Akademi.
Campbell, T., Williams, C., Ivanova, O., & Garrett, B. (2011, October 17). Could 3D printing change the world? Atlantic Council. https://bit.ly/46KAh4U
Carroll, M. (2015). Stretch, dream, and do: A 21st century design thinking & STEM journey. Journal of Research in STEM Education, 1(1), 59-70. https://doi.org/10.51355/jstem.2015.9
Çağlayan, H. S. (2007). Beden eğitimi ve spor yüksekokulu öğrencilerinin öğrenme biçemleri ile problem çözme becerileri arasındaki ilişkinin incelenmesi [Investigating the relationship between learning modality and problem solving skills of physical education and sports students] (Publication No. 205307) [Doctoral dissertation, Gazi University]. YÖK Ulusal Tez Merkezi. https://bit.ly/46I2KIz
Coşkun, M. (2004). Coğrafya eğitiminde proje tabanlı öğrenme yaklaşımı [Project-based learning approach in geography teaching] [Unpublished doctoral dissertation]. Gazi University.
Demir, K., Kuzu Demir, E. B., Çaka, C., Tuğtekin, U., İslamoğlu, H., & Kuzu, A. (2016). The use of three-dimensional printing technologies in the field of education: Applications in Turkey. Aegean Journal of Education, 17(2), 481-503. https://doi.org/10.12984/egeefd.280754
Dow, G. T., & Mayer, R. E. (2004). Teaching students to solve insight problems: Evidence for domain specificity in creativity training. Creativity Research Journal, 16(4), 389-398. https://doi.org/10.1080/10400410409534550
Ge, X. (2001). Scaffolding students' Problem-solving processes on an Ill-structured task using question prompts and peer interactions. (Publication No. 257424), [Doctoral dissertation, The Pennsylvania State University]. Pennsylvania State University Library. https://etda.libraries.psu.edu/catalog/5867
Güleryüz, H. (2020). 3D yazıcı ve robotik kodlama uygulamalarının öğretmen adaylarının 21. yüzyıl öğrenen becerileri, STEM farkındalık ve STEM öğretmen öz yeterliğine etkisi [The effect of 3D printer and robotic coding applications on 21st century learner skills of prospective teachers, STEM awareness and STEM teacher self-efficacy][Doctoral dissertation, Atatürk University]. YÖK Açık Bilim. https://bit.ly/3Mh9mFB
Güleryüz, H., & Dilber, R. (2021). STEM activities made with 3D printer; the effect on awareness of teacher candidates regarding its use in science lessons. İnternational Journal of Research-Grantaalayah, 9(10), 366–378. https://doi.org/10.29121/granthaalayah.v9.i10.2021.4351
Güleryüz, H., & Dilber, R. (2022). The impact of robotics coding and 3D printing STEM activity on 21st century learner skills of teacher candidates. International Journal of Engineering Technologies and Management Research, 9(4), 1–18. https://bit.ly/3FxlAWR
Güleryüz, H., Dilber, R., & Erdoğan, İ. (2019). STEM uygulamalarında öğretmen adaylarının 3 yazıcı kullanımı hakkındakı görüşleri [Opinions of preservice teachers on using 3D printer in STEM applications]. Ağrı İbrahim Çeçen Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 1–8. https://doi.org/10.31463/aicusbed.592061
Gürel Taşkıran, A. (2019). Fen eğitiminde 3D yazıcıların kullanımının öğrencilerin tutumlarına ve görüşlerine etkisi [The effect of using 3D printers in science education on students' attitudes and opinions] [Master’s thesis, İnönü University]. DSpac@İnönü. http://abakus.inonu.edu.tr/xmlui/handle/11616/18268
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC Horizon Report: 2014 K-12 Edition (Report). The New Media Consortium. https://www.learntechlib.org/p/147472/
Karaduman, H. (2018). Soyuttan somuta, sanaldan gerçeğe: öğretmen adaylarının bakış açısıyla üç boyutlu yazıcılar [From abstract to concrete, from virtual to reality: 3D printers from the perspective of prospective teachers]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 273-303. https://doi.org/10.17240/aibuefd.2018..-358818
Korkut, F. (2002). Lise ögrencilerinin problem çözme becerileri [Problem solving skills of high school students]. Hacettepe University Journal of Education/Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 177-184. https://bit.ly/3FDMM69
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(1), 118-128. https://doi.org/10.1016/j.tele.2014.05.001
Kostakis, V., & Papachristou, M. (2014). Commons-based peer production and digital fabrication: The case of a RepRap-based, Lego-built 3D printing-milling machine. Telematics and Informatics, 31(3), 434-443. https://doi.org/10.1016/j.tele.2013.09.006
Lehrer, R., & Romberg, T. (1996). Exploring children's data modeling. Cognition and Instruction, 14(1), 69–108. https://doi.org/10.1207/s1532690xci1401_3
Lipson, H., & Kurman, M. (2013). Fabricated: The new world of 3D printing. John Wiley & Sons, Inc.
Novak, E., & Wisdom, S. (2020). Using 3D printing in science for elementary teachers. In J. J. Mintzes & E. M. Walter (Eds.), Active learning in college science: The case for evidence-based practice (pp. 729-739). Springer. https://doi.org/10.1007/978-3-030-33600-4_45
O'Neill, T., & Williams, J. (2013). 3D printing. Cherry Lake Publishing. https://cherrylakepublishing. com/excerpts/4542.pdf
Özgür, H. (2013). Öğretmen adaylarının sosyal ağ bağımlılığı, etkileşim kaygısı ve yalnızlık düzeyi arasındaki ilişkinin incelenmesi [The relationship between social networking addiction, interaction anxiousness and levels of loneliness of pre-service teachers]. International Journal of Human Sciences, 10(2), 667-690. https://bit.ly/4086Rv7
Özsoy, K., & Duman, B. (2017). Eklemeli imalat (3 boyutlu baskı) teknolojilerinin eğitimde kullanılabilirliği [Usability of additive manufacturing (three dimensional printing) technologies in education]. International Journal of 3D Printing Technologies and Digital Industry, 1(1), 36-48. https://bit.ly/3tKRZ9U
Öztürk, S. C. (2018). STEM eğitiminin fen bilgisi öğretmen adaylarının problem çözme ve eleştirel düşünme becerileri üzerine etkisi [The effect of STEM education on problem solving and critical thinking skills of pre-service science teachers] (Publication No. 529538) [Master's thesis, İnönü University]. YÖK Ulusal Tez Merkezi. https://bit.ly/497jydr
Prince, J. D. (2014). 3D printing: an industrial revolution. Journal of Electronic Resources in Medical Libraries, 11(1), 39-45. https://doi.org/10.1080/15424065.2014.877247
Ratto, M., & Ree, R. (2012). Materializing information: 3D printing and social change. First Monday, 17(7). https://doi.org/10.5210/fm.v17i7.3968
Ravitz, J., Hixson, N., English, M., & Mergendoller, J. (2012, April 16). Using project based learning to teach 21st century skills: Findings from a statewide initiative [Paper presentation]. Annual Meetings of the American Educational Research Association, Vancouver, BC, Canada.
Royalty, A., Oishi, L. N., & Roth, B. (2014). Acting with creative confidence: Developing a creative agency assessment tool. In L. Leifer, H. Plattner, & C. Meinel (Eds.), Design thinking research: Understanding innovation (pp. 79-96). Springer. https://doi.org/10.1007/978-3-319-01303-9_6
Schelly, C., Anzalone, G., Wijnen, B., & Pearce, J. M. (2015). Open-source 3-D 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.2015.01.004
Segerman, H. (2012). 3D printing for mathematical visualisation. The Mathematical Intelligencer, 34, 56–62. https://doi.org/10.1007/s00283-012-9319-7
Thibaut, C., Denneulin, A., Du Roscoat, S. R., Beneventi, D., Orgéas, L., & Chaussy, D. J. C. P. (2019). A fibrous cellulose paste formulation to manufacture structural parts using 3D printing by extrusion. Carbohydrate polymers, 212, 119-128. https://doi.org/10.1016/j.carbpol.2019.01.076
Türnüklü, E. B., & Yeşildere, S. (2005). Problem, problem çözme ve eleştirel düşünme [Problem, problem solving and critical thinking]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 25(3), 107-123. https://bit.ly/3MhJ8CG
Verner, I., & Merksamer, A. (2015). Digital design and 3D printing in technology teacher education. Procedia CIRP, 36, 182-186. https://doi.org/10.1016/j.procir.2015.08.041
Yıldırım, G., Yıldırım, S., & Çelik, E. (2018). Yeni bir bakış - 3 boyutlu yazıcılar ve öğretimsel kullanımı: Bir içerik analizi [A new look - 3D printers and their instructional use: A content analysis]. Bayburt Eğitim Fakültesi Dergisi, 13(25), 163-184. https://bit.ly/3QxiGYo
Aksoy, B. (2003). Problem çözme yönteminin çevre eğitiminde [In environmental education of problem solving method]. Pamukkale University Faculty of Education Journal/Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14(14), 83-98. https://bit.ly/3MiW2k1
Aktaş, H., & Yılmaz, N. (2017). Üniversite gençlerinin yalnızlık ve utangaçlık unsurları açısından akıllı telefon bağımlılığı [Smartphone addiction in terms of the elements of loneliness and shyness of university youth]. International Journal of Social Sciences and Education Research, 3(1), 85-100. https://doi.org/10.24289/ijsser.283590
Assante, D., Cennamo, G. M., & Placidi, L. (2020). 3D printing in education: An European perspective. In 2020 IEEE Global Engineering Education Conference (EDUCON) (pp. 1133-1138). IEEE. https://doi.org/10.1109/EDUCON45650. 2020.9125311
Atalay, H. A., Değirmentepe, R. B., Bozkurt, M., Can, M., Canat, H. L., & Altunrende, F. (2016). Use of 3D technology in medicine and urology fields. Bulletin of Endourology, 9, 65-71. https://doi.org/10.5350/ENDO2016090208
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39-43. https://doi.org/10.1080/00098650903505415
Brown, A. (2015). 3D Printing in instructional settings: Identifying a curricular hierarchy of activities. TechTrends, 59, 16-24. https://doi.org/10.1007/s11528-015-0887-1
Büyüköztürk, Ş., Kılıç Çakmak, E., Erkan Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2013). Eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education]. Pegem Akademi.
Campbell, T., Williams, C., Ivanova, O., & Garrett, B. (2011, October 17). Could 3D printing change the world? Atlantic Council. https://bit.ly/46KAh4U
Carroll, M. (2015). Stretch, dream, and do: A 21st century design thinking & STEM journey. Journal of Research in STEM Education, 1(1), 59-70. https://doi.org/10.51355/jstem.2015.9
Çağlayan, H. S. (2007). Beden eğitimi ve spor yüksekokulu öğrencilerinin öğrenme biçemleri ile problem çözme becerileri arasındaki ilişkinin incelenmesi [Investigating the relationship between learning modality and problem solving skills of physical education and sports students] (Publication No. 205307) [Doctoral dissertation, Gazi University]. YÖK Ulusal Tez Merkezi. https://bit.ly/46I2KIz
Coşkun, M. (2004). Coğrafya eğitiminde proje tabanlı öğrenme yaklaşımı [Project-based learning approach in geography teaching] [Unpublished doctoral dissertation]. Gazi University.
Demir, K., Kuzu Demir, E. B., Çaka, C., Tuğtekin, U., İslamoğlu, H., & Kuzu, A. (2016). The use of three-dimensional printing technologies in the field of education: Applications in Turkey. Aegean Journal of Education, 17(2), 481-503. https://doi.org/10.12984/egeefd.280754
Dow, G. T., & Mayer, R. E. (2004). Teaching students to solve insight problems: Evidence for domain specificity in creativity training. Creativity Research Journal, 16(4), 389-398. https://doi.org/10.1080/10400410409534550
Ge, X. (2001). Scaffolding students' Problem-solving processes on an Ill-structured task using question prompts and peer interactions. (Publication No. 257424), [Doctoral dissertation, The Pennsylvania State University]. Pennsylvania State University Library. https://etda.libraries.psu.edu/catalog/5867
Güleryüz, H. (2020). 3D yazıcı ve robotik kodlama uygulamalarının öğretmen adaylarının 21. yüzyıl öğrenen becerileri, STEM farkındalık ve STEM öğretmen öz yeterliğine etkisi [The effect of 3D printer and robotic coding applications on 21st century learner skills of prospective teachers, STEM awareness and STEM teacher self-efficacy][Doctoral dissertation, Atatürk University]. YÖK Açık Bilim. https://bit.ly/3Mh9mFB
Güleryüz, H., & Dilber, R. (2021). STEM activities made with 3D printer; the effect on awareness of teacher candidates regarding its use in science lessons. İnternational Journal of Research-Grantaalayah, 9(10), 366–378. https://doi.org/10.29121/granthaalayah.v9.i10.2021.4351
Güleryüz, H., & Dilber, R. (2022). The impact of robotics coding and 3D printing STEM activity on 21st century learner skills of teacher candidates. International Journal of Engineering Technologies and Management Research, 9(4), 1–18. https://bit.ly/3FxlAWR
Güleryüz, H., Dilber, R., & Erdoğan, İ. (2019). STEM uygulamalarında öğretmen adaylarının 3 yazıcı kullanımı hakkındakı görüşleri [Opinions of preservice teachers on using 3D printer in STEM applications]. Ağrı İbrahim Çeçen Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 1–8. https://doi.org/10.31463/aicusbed.592061
Gürel Taşkıran, A. (2019). Fen eğitiminde 3D yazıcıların kullanımının öğrencilerin tutumlarına ve görüşlerine etkisi [The effect of using 3D printers in science education on students' attitudes and opinions] [Master’s thesis, İnönü University]. DSpac@İnönü. http://abakus.inonu.edu.tr/xmlui/handle/11616/18268
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC Horizon Report: 2014 K-12 Edition (Report). The New Media Consortium. https://www.learntechlib.org/p/147472/
Karaduman, H. (2018). Soyuttan somuta, sanaldan gerçeğe: öğretmen adaylarının bakış açısıyla üç boyutlu yazıcılar [From abstract to concrete, from virtual to reality: 3D printers from the perspective of prospective teachers]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 273-303. https://doi.org/10.17240/aibuefd.2018..-358818
Korkut, F. (2002). Lise ögrencilerinin problem çözme becerileri [Problem solving skills of high school students]. Hacettepe University Journal of Education/Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 177-184. https://bit.ly/3FDMM69
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(1), 118-128. https://doi.org/10.1016/j.tele.2014.05.001
Kostakis, V., & Papachristou, M. (2014). Commons-based peer production and digital fabrication: The case of a RepRap-based, Lego-built 3D printing-milling machine. Telematics and Informatics, 31(3), 434-443. https://doi.org/10.1016/j.tele.2013.09.006
Lehrer, R., & Romberg, T. (1996). Exploring children's data modeling. Cognition and Instruction, 14(1), 69–108. https://doi.org/10.1207/s1532690xci1401_3
Lipson, H., & Kurman, M. (2013). Fabricated: The new world of 3D printing. John Wiley & Sons, Inc.
Novak, E., & Wisdom, S. (2020). Using 3D printing in science for elementary teachers. In J. J. Mintzes & E. M. Walter (Eds.), Active learning in college science: The case for evidence-based practice (pp. 729-739). Springer. https://doi.org/10.1007/978-3-030-33600-4_45
O'Neill, T., & Williams, J. (2013). 3D printing. Cherry Lake Publishing. https://cherrylakepublishing. com/excerpts/4542.pdf
Özgür, H. (2013). Öğretmen adaylarının sosyal ağ bağımlılığı, etkileşim kaygısı ve yalnızlık düzeyi arasındaki ilişkinin incelenmesi [The relationship between social networking addiction, interaction anxiousness and levels of loneliness of pre-service teachers]. International Journal of Human Sciences, 10(2), 667-690. https://bit.ly/4086Rv7
Özsoy, K., & Duman, B. (2017). Eklemeli imalat (3 boyutlu baskı) teknolojilerinin eğitimde kullanılabilirliği [Usability of additive manufacturing (three dimensional printing) technologies in education]. International Journal of 3D Printing Technologies and Digital Industry, 1(1), 36-48. https://bit.ly/3tKRZ9U
Öztürk, S. C. (2018). STEM eğitiminin fen bilgisi öğretmen adaylarının problem çözme ve eleştirel düşünme becerileri üzerine etkisi [The effect of STEM education on problem solving and critical thinking skills of pre-service science teachers] (Publication No. 529538) [Master's thesis, İnönü University]. YÖK Ulusal Tez Merkezi. https://bit.ly/497jydr
Prince, J. D. (2014). 3D printing: an industrial revolution. Journal of Electronic Resources in Medical Libraries, 11(1), 39-45. https://doi.org/10.1080/15424065.2014.877247
Ratto, M., & Ree, R. (2012). Materializing information: 3D printing and social change. First Monday, 17(7). https://doi.org/10.5210/fm.v17i7.3968
Ravitz, J., Hixson, N., English, M., & Mergendoller, J. (2012, April 16). Using project based learning to teach 21st century skills: Findings from a statewide initiative [Paper presentation]. Annual Meetings of the American Educational Research Association, Vancouver, BC, Canada.
Royalty, A., Oishi, L. N., & Roth, B. (2014). Acting with creative confidence: Developing a creative agency assessment tool. In L. Leifer, H. Plattner, & C. Meinel (Eds.), Design thinking research: Understanding innovation (pp. 79-96). Springer. https://doi.org/10.1007/978-3-319-01303-9_6
Schelly, C., Anzalone, G., Wijnen, B., & Pearce, J. M. (2015). Open-source 3-D 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.2015.01.004
Segerman, H. (2012). 3D printing for mathematical visualisation. The Mathematical Intelligencer, 34, 56–62. https://doi.org/10.1007/s00283-012-9319-7
Thibaut, C., Denneulin, A., Du Roscoat, S. R., Beneventi, D., Orgéas, L., & Chaussy, D. J. C. P. (2019). A fibrous cellulose paste formulation to manufacture structural parts using 3D printing by extrusion. Carbohydrate polymers, 212, 119-128. https://doi.org/10.1016/j.carbpol.2019.01.076
Türnüklü, E. B., & Yeşildere, S. (2005). Problem, problem çözme ve eleştirel düşünme [Problem, problem solving and critical thinking]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 25(3), 107-123. https://bit.ly/3MhJ8CG
Verner, I., & Merksamer, A. (2015). Digital design and 3D printing in technology teacher education. Procedia CIRP, 36, 182-186. https://doi.org/10.1016/j.procir.2015.08.041
Yıldırım, G., Yıldırım, S., & Çelik, E. (2018). Yeni bir bakış - 3 boyutlu yazıcılar ve öğretimsel kullanımı: Bir içerik analizi [A new look - 3D printers and their instructional use: A content analysis]. Bayburt Eğitim Fakültesi Dergisi, 13(25), 163-184. https://bit.ly/3QxiGYo