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The widely explored but still unresolved question about the contribution of the application of different ways of performing experiments in the integrated natural sciences is addressed in this research. The aim was to determine the contribution of demonstration hands-on experiments (DHE) and student hands-on experiments (SHE) in relation to conventional teaching method (CTM) on the quality and durability of 3rd grade students (between 9 and 10 years of age) from primary school. The research involved 180 students, further divided into three groups: E1 (experimental group 1, where content was learned through DHE), E2 (experimental group 2, where content was learned through SHE) and C (control group, where content was learned through CTM). The results of the research point to the fact that priority should be given to the DHE and SHE over the CTM in the realization of air-related content in the 3rd grade. SHE should be used more than DHE when it comes to teaching this specific content. Keywords: demonstration hands-on experiments, student hands-on experiments, integrated sciences, primary school, quality of knowledge

There is a large amount of research that indicates that the use of 3DMP in STEM education improves students’ knowledge, motivation, and participation in the learning process. Nevertheless, despite the existing attempts to market 3DMP in education, its adoption in schools remains low. A number of studies with teachers in secondary schools and colleges indicate that teachers’ perceptions of 3DMP are one of the key factors for its successful use. However, to our best knowledge, there is no research that examined STEM upper primary school teachers’ perception on 3DMP. Through phenomenographic approach, this study is seeking to address the existing gaps. Four conceptions of 3DMP teaching emerged: (1) 3DMP as tools for classroom modernization; (2) 3DMP technical and software characteristics’ impact on implementation; (3) 3DMP as a tool for learning and improvement in teaching; (4) 3DMP and students’ professional orientation, teachers’ professional development. These four categories are connected by five key aspects of variation: impact on students, impact on teachers, classroom activity management, authenticity, subject-curriculum matters. The results of our study indicate that the mathematics and science teachers have a more sophisticated opinion on 3DMP than teachers of technical education, engineering, and informatics who mostly require additional training when it comes to using 3DMP in STEM education. Comparatively, science and mathematics teachers need support with implementation of software and 3D printers as a technical tool. Considering that this study’s teachers were early adopters of 3DMP, any future research should explore conceptions of experienced users.

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