3D printers as an educational tool in gifted education: effective use, problems and suggestions

AKYOL, Cüneyt; UYGUR, Mutlu; YELKEN, Tuğba YANPAR

doi:10.17478/jegys.1105484

Cited by 3 publications

(2 citation statements)

References 19 publications

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“…3D technologies have an important place in the development of students' knowledge and skills. With these technologies, students can design a new project as well as design products for the projects they are working on and make these products concrete (Akyol, Uygur & Yanpar-Yelken, 2022). In this context, digital differentiation has been applied with the effective use of 3D technologies.…”

Section: Figure 1 Differentiation Concept Mapmentioning

confidence: 99%

Application of design thinking as a differentiation strategy for the education of gifted students: “City X”

Avcu¹,

AYVERDİ>²

2022

Journal for the Education of Gifted Young Scientists

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This research aims to apply the City X Project as a 6-hour workshop for gifted students and evaluate the workshop. The study group consists of 25 gifted secondary school students (13 Female, 12 Male) who continue their education at the Science and Art Center (SAC) in a city center. During the application process, gifted students were introduced to the City X project, and information regarding the design thinking method was presented. The story of City X was provided to the students via a digital presentation. The given information was as follows: in the recent past, 40 people from the world were sent to a distant planet to form a colony and these people started to found City X city. City X citizens illustrate the specifics of the issues they face through "citizen cards" in many fields such as health, transportation, safety, and communication to the students and ask them for assistance in addressing the problems. The students are divided into 9 groups that have 2 to 3 participants using the game "Team Meter" during the execution of the workshop. Worksheets, a laptop or desktop computer with an internet connection, citizenship cards, a pen and paper were provided to each group to be used at each stage of the design thinking process. Students selected one of the citizenship cards and used the design thinking method to solve the problem written by the owner of the citizenship card. At the stage of empathy, they evaluated the emotions of the person they selected, and in the definition stage, they defined the social area of the problem raised by the City X citizen. The students later generated ideas for the solution of the specified problem, wrote their ideas on the worksheet, and picked an idea to prototype by group decision. The students prototyped their ideas during the prototyping and testing stages by drawing on the worksheet and completed their creations in various versions by providing feedback to each other. In the sharing stage, 2-dimensional drawings are transformed into 3-dimensional forms via Tinkercad and SketchUp programs. The 3D drawings were saved and submitted to the e-mail address of the City X administrator to be printed on the City X 3D printer. The worksheets used in the design thinking process, three-dimensional models, and the working dynamics of the groups were evaluated by students via Kahoot! web 2.0 tool. The criteria stated in the Kahoot! digital evaluation tools were scored in the range of 1-4 points. The views of students about the workshop were also collected verbally. The students reported that they enjoyed the process of design thinking, that they were pleased to do 3D drawings, that they wished to specialize in 3D design, and that they had several problems with teammates occasionally. One can suggest that the methods applied in the City X workshop can also be included in the course designs within the scope of STEM courses and design thinking methods can be adopted in SAC framework programs.

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Section: Figure 1 Differentiation Concept Mapmentioning

confidence: 99%

Application of design thinking as a differentiation strategy for the education of gifted students: “City X”

Avcu¹,

AYVERDİ>²

2022

Journal for the Education of Gifted Young Scientists

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“…The presence of technology in developed countries will make life easier by finding creative solutions to human needs [1]. One aspect of the curriculum in Indonesia is education that is integrated with technology.…”

Section: Introductionmentioning

confidence: 99%

3d Hologram as Scientific Tool in Geometry Educational

Kaharuddin,

Arsyad,

Asdar

2023

ijmcr

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Learning geometry must begin in a simple way from concrete to abstract, from an intuitive perspective to analysis, from exploration to long-term mastery. 3D Holograms are need to assist teachers and students in learning geometry. This research develops a valid, practical and effective 3D Hologram. Research and development used the ADDIE model. The 3D Hologram is validated by material and media experts and field tested. Data analysis used quantitative analysis. The results found 3D Hologram valid with a score of 75, practical with a score of 91, and effective with a score of 87. 3D Hologram as scientific tool in geometry education.

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Metaphorical evolution: A longitudinal study of secondary school teachers’ concepts of 3D modelling and printing in education

Anđić,

Maričić,

Weinhandl

et al. 2024

Educ Inf Technol

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Research into teachers’ concepts and changes over time in digital technologies is crucial for gaining insights into the factors that shape teachers’ concepts of technologies and influence their use in the classroom. Numerous studies have indicated that the use of 3D modelling and printing (3DMP) contributes to the modernization of teaching and the achievement of student learning outcomes. Using a three-wave longitudinal study with the application of conceptual metaphors as a theoretical background, this study tracks teachers’ concepts of 3DMP after training, three months, and after one year of teaching experience and provides insight into this area. The data for the study was collected from 74 secondary teachers and processed using a mixed-methods research approach. The findings show that as teachers gain experience, their views on using 3DMP in education evolve. The results include a shift in their perception of digital reliance, the pedagogical benefits, the potential for creative expression, and the sensitivity of 3D printing. The findings of our study suggest that teachers need continuous technical support at the beginning of their use of 3DMP in the classroom, so that the application of this technology can successfully contribute to the development of student creativity and knowledge. This research emphasizes the need for comprehensive ongoing support and targeted training to enable teachers to effectively integrate 3DMP into educational practices, while fostering creativity and addressing technical complexities. Furthermore, this research sheds light on teachers’ views of 3DMP and has implications for developments in teacher training and courses, the 3DMP platform, software development, education policy, and the 3DMP industry.

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3D printers as an educational tool in gifted education: effective use, problems and suggestions

Cited by 3 publications

References 19 publications

Application of design thinking as a differentiation strategy for the education of gifted students: “City X”

Application of design thinking as a differentiation strategy for the education of gifted students: “City X”

3d Hologram as Scientific Tool in Geometry Educational

Metaphorical evolution: A longitudinal study of secondary school teachers’ concepts of 3D modelling and printing in education

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