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Introduction: The emerging technology of three-dimensional (3D) printing has the potential to provide unique 3D modeling to support specific content in science, technology, engineering, and mathematics (STEM) education, particularly chemistry. Method: Seventeen ( n = 17) students with visual impairments were provided direct instruction on chemistry atomic orbital content and allowed to use either print or tactile graphics or 3D models in rotating order. Participants were asked specific content questions based upon the atomic orbitals. Results: The students were asked two sets of comprehension questions: general and specific. Overall, students’ responses for general questions increased per iteration regardless of which manipulative was used. For specific questions, the students answered more questions correctly when using the 3D model regardless of order. When asked about their perceptions toward the manipulatives, the students preferred the 3D model over print or tactile graphics. Discussion: The findings show the potential for 3D printed materials in learning complex STEM content. Although the students preferred the 3D models, they all mentioned that a combination of manipulatives helped them better understand the material. Implications for practitioners: Practitioners should consider the use of manipulatives that include 3D printed materials to support STEM education.

There is a demand for more STEM professionals. Early elementary students’ conceptions about engineering can influence whether or not they explore STEM career paths and ultimately select an engineering career. This study examined the conceptions elementary students have regarding the work that engineers perform. The research questions were the following: (1) what images do early elementary students associate with engineering and engineers, (2) do these associations vary from grade to grade, (3) are there gendered differences in these associations, and (4) how do the associations from this sample compare with the associations from the broader (grades one–five) Cunningham, Lachapelle, and Lindgren-Steider (2005) sample? Survey data from 1811 students in grades one–three were analyzed by comparison analysis and cluster analysis and then compared to the initial Cunningham et al. (2005) study. The results indicate two ways elementary students envision engineering: (a) creating designs or collecting and analyzing data, and (b) utilizing equipment to build and improve things. Comparison with the Cunningham et al. (2005) study suggests that there may be shifts in the way elementary students perceive engineering. Since these shifts could be attributed to a variety of factors, future work that determines what learning experiences might be contributing to students’ conceptions about engineering is recommended.

Curriculum and Instruction at the University of Alabama in Huntsville. She received her Ph.D. in curriculum, teaching, and educational policy from Michigan State University. Her research interests include teacher preparation and mentoring practices, research-based instructional strategies for teaching mathematics and STEM education, and teacher development.

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