Taking Professional Development From 2D to 3D: Design-Based Learning, 2D Modeling, and 3D Fabrication for Authentic Standards-Aligned Lesson Plans

There is currently significant interest in 3D fabrication in middle school classrooms. At its best 3D printing can be utilized in authentic design projects that integrate math, science, and technology, which facilitate deep learning by students. In essence, students are able to tinker in a virtual world using 3D design software and then tinker in the real world using printed parts. We describe a professional development activity we designed to enable middle school teachers who had taken part in a three-year Math Science Partnership program to authentically integrate 3D printing into design-based lessons. We include some examples of successful design-based lesson plans

Where and how 3D printing is used in teaching and education

The emergence of additive manufacturing and 3D printing technologies is introducing industrial skills deficits and opportunities for new teaching practices in a range of subjects and educational settings. In response, research investigating these practices is emerging across a wide range of education disciplines, but often without reference to studies in other disciplines. Responding to this problem, this article synthesizes these dispersed bodies of research to provide a state‐of‐the‐art literature review of where and how 3D printing is being used in the education system. Through investigating the application of 3D printing in schools, universities, libraries and special education settings, six use categories are identified and described: (1) to teach students about 3D printing; (2) to teach educators about 3D printing; (3) as a support technology during teaching; (4) to produce artefacts that aid learning; (5) to create assistive technologies; and (6) to support outreach activities. Although evidence can be found of 3D printing‐based teaching practices in each of these six categories, implementation remains immature, and recommendations are made for future research and education policy.This work was supported by the Engineering and Physical Sciences Research Council [number EP/K039598/1]

Modeling Elementary Students\u27 Computer Science Outcomes With In-School and Out-of-School Factors

This two-paper dissertation explores factors influencing the attitudes of Grade 5 students who are learning computer science (CS) in schools. It statistically examines the effects of out and in-school factors on students’ attitudes toward computing. The first paper of this dissertation examines the influence of parental support as perceived by the students on their interest and their self-assessed ability to engage in computer programming, thus underscoring the crucial role of parental support on learners’ attitudes. It also investigates how involving families in CS activities by sending a CS-themed board game influences students’ interest. The study finds that perceptions of parental support positively influence students’ interest and their self-assessed ability to engage in computer programming. It also finds that sending CS artifacts home can significantly mediate the influence of parental support on students’ interest in programming. The second paper focuses on developing reliable measurements of students’ perceptions of mathematics and CS-integrated instructional activities. These measures are called exit tickets and are used to collect immediate student responses relating to their experiences after instructional activities. Building on prior research, this paper statistically examines whether students’ exit ticket responses predict self-assessed ability, interest, and identification with CS. Results show that perceived enjoyment reported on exit tickets significantly predicts self-assessed ability, interest, and identification with CS. Perceived ease also significantly predicts self-assessed ability. The remaining correlations between exit ticket measures and post-survey measures are not significant. The findings suggest that student exit tickets are effective tools to gauge engagement and correlate with student attitudes toward computing. Specifically, students who report finding the lesson enjoyable and easy are more likely to express a positive attitude toward programming. This suggests that brief exit ticket surveys could serve as effective indicators of student engagement, potentially replacing longer surveys. Identifying the factors that shape students’ attitudes toward CS provides valuable insights into the design of instructional methods, curricula, and family engagement strategies. Such initiatives can foster a positive attitude among young learners towards CS, significantly contributing to shaping their beliefs and challenging stereotypes associated with computing

Maker Math: Exploring Mathematics through Digitally Fabricated Tools with K–12 In-Service Teachers

This paper reports on nine elementary, middle, and high school in-service teachers who participated in a series of workshops aimed at exploring the wonder, joy, and beauty of mathematics through the creation and application of digitally fabricated tools (i.e., laser-cut and 3D printed). Using the Technological Pedagogical and Content Knowledge (TPACK) framework to investigate technological, pedagogical, contextual, and content knowledge, researchers applied qualitative methods to uncover the affordances and constraints of teaching and learning math concepts with digitally fabricated tools and examined how the workshops supported broadening participation in mathematics by focusing on the connections between mathematical inquiry, nature, and the arts. Affordances include opportunities for hands-on learning, visual support at the secondary level, and real-world connections that go beyond the state standards. Barriers include purchasing a laser-cutter, ventilation and noise issues, time constraints, misalignment with school and district priorities, and a lack of administrative support. All participants indicated that they were interested in additional workshops focused on designing their own digitally fabricated mathematics tools that better align with their grade level(s) and standards