Contribution of 3D modelling and printing to learning in primary schools: a case study with visually impaired students from an inclusive Biology classroom

Figures & data

Table 1. Differences in the students’ achievements on pre-test (before 3D modelling and printing of the cell) and post-test (after 3D modelling and printing of the cell).

Student task	Student achievement
	Pre-test	Post-test
Name cell parts (out of 13)	8.5	11
Percentage of accurately described cell parts	39.1	77.6
Percentage of incorrectly described parts of the cell	60.9	22.4
Percentage of students’ confidence level in their punctuality of cells part descriptions	75.4	87.1

Figure 1. The process of developing a 3D plant cell model by students: a-d 3D plant cell modelling; e-f printed 3D model.

Figure 2. The process of developing a 3D animal cell model by students: a-c 3D animal cell modelling; d- the process of 3D model printing, e- 3D printed and coloured model.

Figure 3. Contribution of 3DMP to the SWB and SWOD knowledge about cells.