Exploring the role of 3D printing and STEM integration levels in students' STEM career interest

Abstract

The use of 3D printing in science, technology, engineering and mathematics (STEM) learning is a promising way for integrated STEM education. This study examined the influence of 3D printing infused STEM integration on students' interest in STEM careers, which is essential for students to participate in STEM disciplines and future STEM careers. The participants included 26 teachers across six states in the United States and their 1455 students in primary and secondary classrooms. Teachers' lesson plans were analysed to examine the level of 3D printing and STEM integration. Students' interest in STEM careers was measured using a previously validated career interest scale. Cluster analysis and multiple regression analysis indicated that girls were more interested in empathetic STEM careers, whereas boys were more interested in analytic STEM careers. While 3D printing integration level was not a significant predictor, teachers' STEM integration level positively predicted students' interest in both analytic and empathetic STEM careers.

Exploring the use of 3D printing in mathematics education: A scoping review

“…Two studies were implemented over a longer period of time, 5 months (i.e., Walentyński et al, 2021; Ng et al, 2020). There are three longitudinal studies that were undertaken for and over 1 year (Asempapa & Love, 2021), 2 years (Ng & Ye, 2022), 3 years (Cheng et al, 2021), and 4 years (Medina Herrera et al, 2019). The length of intervention is diversified across studies.…”

“…There were 12 out of 22 articles that have positive course satisfaction after using 3D technologies during the mathematics education. For example, Cheng et al (2021) studies on how to use 3D printing activity, after the activity, students’ mathematics motivation and mathematics self-efficiency have been increased. Moreover, Song (2019) shows that most of the students stay positive and think the course with 3D printing is valuable to students’ development (mean = 3.30/4).…”

“…At the same time, it is also important to understand how to prepare primary/secondary teachers (6) to design their 3D printing lessons and understand their feedback and perceptions. There are some articles conducted across two different levels of education such as primary school and secondary school (Cheng at al., 2021), as well as secondary school and college students (Chien & Chu, 2018). There was a wide range of sample size in the articles, varying from four to 1455 participants.…”

“…It enables designers to print and build up an artifact layer by layer using raw materials such as plastic, cement, and steel (Campbell et al, 2011; Kietzmann et al, 2015). With the popularity of Science, Technology, Engineering, and Mathematics (STEAM) education, reviews have reported the potential of using 3D printing in science and engineering education that foster students’ creativity, collaboration, problem-solving, higher order thinking skills, and impact their interests, engagements, beliefs, and careers toward STEM learning (e.g., Cheng et al, 2021; Hansen et al, 2020; Hsu & Fang, 2019; Schlegel et al, 2019). Students could apply multidisciplinary knowledge to build prototypes and create 3D objects that introduce students to scientific, technological and industrial skills that bring them new learning opportunities across subjects and educational settings (Ford & Minshall, 2019).…”

Systematic analysis of digital tools to provide STEM and science education

“…Much attention is paid to 3d printing, 3d modeling and robotics in the STEM [48,49]. And, indeed, they are tools in creating STEM classes, however, their use does not guarantee the effect of STEM classes, but only providing the correct didactic approaches in the preparation of classes can provide the effect of STEM classes.…”