Developing student imagination and career interest through a STEM project using 3D printing with repetitive modeling

ABSTRACT

Over the past few years, digital fabrication has been utilized in technology laboratories to emphasize hands-on learning processes in technology and engineering education. Recent studies indicate that hands-on activities can help students connect with science, technology, engineering, and mathematics (STEM) disciplines and develop key skills required in the 21st century. However, some argue that introducing 3D printing technology in schools could reduce pragmatic engagement and cause affective loss of hands-on interests. To explore the use of 3D printing machines in technology and engineering education, this research developed a STEM-based vibration isolator activity using a 3D printer and repetitive modeling. A nonequivalent control group design was employed in this research, and 192 Taiwanese high school students participated in this study. The conclusions are: (1) repetitive modeling in the STEM-based design activity enhanced student imagination; (2) repetitive modeling was effective in developing high school students’ interest in technology and engineering careers; and (3) repetitive modeling, engineering design, and “conceiving imagination” were significant predictors of the students’ final products. These results suggest a benefit to high school technology education of using 3D printers in a STEM-based vibration isolator design activity with repetitive modeling.

KEYWORDS:

• 3D printing
• career interest
• imaginative capability
• repetitive modeling
• STEM

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was funded by the Ministry of Science and Technology of the Republic of China under Contract numbers MOST 104-2511-S-003-039-MY3, MOST 105-2628-S-003-001-MY3, and the “Institute for Research Excellence in Learning Sciences” of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan. The findings and recommendations contained in this article of those of the authors and do not necessarily reflect those of the Ministry of Science and Technology and National Taiwan Normal University. We are extremely grateful to the teachers and students who participated in this study.

Notes on contributors

Kuen-Yi Lin

Kuen-Yi Lin is professor at National Taiwan Normal University, Taiwan. His main research interests are STEM education, web-based learning, and technology education.

Shao-Chuan Lu

Shao-Chuan Lu is a Ph. D. student at National Taiwan Normal University, Taiwan. His main research interests are technology education, technology teacher education.

Hsien-Hsien Hsiao

Hsien-Sheng Hsiao is now professor in the Department of Technology Application and Human Resource Development of National Taiwan Normal University. His research interests mainly focus on game-based learning, ubiquitous learning, innovative technology for education, and cloud-based computing systems.

Chia-Pin Kao

Chia-Pin Kao is a professor at Southern Taiwan University of Science and Technology, Taiwan. His main research interests are teacher professional development, web-based learning, and children technology and science.

P. John Williams

P. John Williams is a professor at Curtin University, Australia. His main research interests are teaching and learning, teacher training, and online learning.