Utilizing 3D-Printing Technology in Cross-Disciplinary STEAM Education

Tanabashi, Sayuri

doi:10.1128/jmbe.00098-21

Cited by 3 publications

(1 citation statement)

References 5 publications

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“…These projects can be extended to solving complex challenges that students bring to classrooms, extending towards more transdisciplinarity (Meletiou-Mavrotheris et al, 2022). Diverse educational applications of 3DMP include teaching mathematical modelling, creating science class models, expressing art through visualisations and developing aids for students with disabilities (Asempapa and Love, 2021;Buehler et al, 2016;Menano et al, 2019;Tanabashi, 2021). Therefore, transdisciplinary STEAM exercises should overarch two or more STEAM subjects, contain a certain level of complexity by connecting to problem-based learning and offer inclusivity.…”

Section: Benefits For Teachers Using 3dmp For Steam Educationmentioning

confidence: 99%

Cross-cultural examination of 3D modelling and 3D printing in STEAM education: comparing results from teachers in Montenegro and Austria

Ulbrich,

Da Cruz,

Anđić

et al. 2024

London Review of Education

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Integrating 3D modelling and printing in STEAM education presents opportunities and challenges for teachers, particularly those in some European countries where its adoption in schools still needs to be improved. This article presents findings from a cross-cultural examination of 3D modelling and printing in STEAM education, showing results from teachers in Montenegro and Austria. The study aimed to gather insights into teachers’ perceptions of 3D modelling and printing, ideas for its implementation and the challenges teachers face. Data were collected through questionnaires, interviews and examples of 3D modelling and printing use. They were subsequently analysed to identify similarities and differences in the impressions and use of the technology. The findings indicate that teachers in both Montenegro and Austria expressed interest in using 3D modelling and printing for STEAM teaching purposes and saw potential for connecting to subjects, such as digital literacy. However, they also identified software-related challenges, time constraints and training and financial difficulties when adopting 3D modelling and printing. The slow adoption of 3D modelling and printing in schools suggests that teachers should be better supported in using this technology, considering external and internal influences such as teacher training, local culture and availability of technology. Furthermore, the study highlights the need for suitable measures for teacher training and ensuring access to technologies necessary for 3D modelling and printing.

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