Implications of 3-D Printing for Teaching Geoscience Concepts to Students with Visual Impairments

Abstract

This article presents the results of a study on the use of 3-D printed models in a science classroom for students with visual impairments and examines whether the use of these models impacts student conceptual understanding and misconceptions related to geosciences concepts, specifically plate tectonics. Data were collected one week prior to instruction, one week after instruction and throughout the 3-week instructional period. Results showed that students with visual impairments held many of the same misconceptions about plate tectonics as students who are typically sighted. All students in this study had fewer misconceptions after the instructional period than they held before instruction began; however, both the 3D group and the TG group continued to hold approximately equal numbers of misconceptions. The adaptations and hands-on experiences in this 3-week curriculum proved effective for students with visual impairments; helping them understand the unifying theory of plate tectonics. Some unique misconceptions held by the students with visual impairments in this research study include plates floating on the ocean, earthquakes moving with the plates, and volcanoes working together with the plates to cause earthquakes. There was a difference between students who had low vision and those with light perception only. The study helps to shed light on the use of 3-D printed models in the science classroom and their effectiveness at helping students with visual impairments learn important geoscience concepts.

See3D: 3D Printing for People Who Are Blind

“…A 3D printed model is a 3-dimensional object that is made by extruding thin layers of heated plastic filament from a 3D printer to additively produce a tangible model from a drafted image (Martin et at., 2014). Tactile tools, such as braille, tactile graphics and 3D models, allow students who are blind to feel information that might otherwise be presented as a printed picture, or is too dangerous, large, small, or delicate to be touched in real life (Hasper et al, 2015;Horowitz & Schultz, 2014;Koehler et al, 2018). Since creating tactile graphics can be labor intensive, students who are blind often use descriptions of visual content to access information (Sheppard & Aldrich, 2001).…”

“…In a study comparing the understanding of geoscience concepts using tactile graphics and 3D printed models with students who are visually impaired, Koehler et al (2018) found the students who used 3D printed models interacted more with the tool by handling the object in different angles and rearranging the pieces, while the students using the tactile graphics only recited the content provided by the braille labels to the researcher. A study on teachers' views of tactile graphics found that students who are blind struggled to understand tactile graphics with unusual scale or perspective, like a 3-dimensional view, so teachers resorted to using models or real-life objects (Sheppard & Aldrich, 2001).…”

Mentoring Inservice Teachers to Support their Inclusive Science Teaching Practices for Students with Visual Impairment

“…Technology usage has been introduced with the Expanded Core Curriculum, and the use of assistive technology has been shown to be highly effective with VI students in accessing information and in the pursuit of an independent daily life (Altunay Arslantekin, 2012; Yalcin & Altunay Arslantekin, 2019). Studies in the literature support the effectiveness of assistive technology application in teaching science and mathematics since it ensures the active participation of students with VI in classes (da Mota Silveira & Martini, 2017;Koehler, Wild, & Tikkun, 2018;Ludi, Canter, Ellis, & Shrestha, 2012;Lunney, 1995;Nees & Berry, 2013;Negrete, Lisboa, Peña, Dib, & Vargas, 2020;Supalo, Humphrey, Mallouk, Wohlers, & Carlsen, 2016). Supalo et al (2016) reported that students with VI can effectively participate in technologysupported science laboratories.…”

“…Supalo et al (2016) reported that students with VI can effectively participate in technologysupported science laboratories. Similarly, Koehler et al (2018) used 3D printed models in their science class for students with VI, and indicated that adaptations in the curriculum can be effective means for teaching students with VI. However, the use of assistive technology in the education of students with VI requires comprehensive teacher training.…”

A 3D printing Short Course: A Case Study for Applications in the Geoscience Teaching and Communication for Specialists and Non-experts

“…Moreover, the same model can be used to communicate these ideas to others, including non-experts in a technical subject (Dadi et al, 2014). 3D printing is essential for commination with impaired people, especially students who require special needs for education (Kostakis et al, 2015;Jo et al, 2016;Pantazis and Priavolou, 2017;Koehler et al, 2018). In the Earth science curriculum, those students can learn common topics such as volcanoes or plate tectonics by using 3D-printed models in the classroom or at home.…”