The Different Learning Outcomes of High School and College Students on a 3D-Printing STEAM Engineering Design Curriculum

Chien, Yu Hung; Chu, Po Ying

doi:10.1007/s10763-017-9832-4

Cited by 58 publications

(63 citation statements)

References 24 publications

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“…According to the ANCOVA and pairwise comparison results, the students who learned using 3D printing technology acquired better abstract scientific concepts than those who learned using the traditional hands‐on tools, which is similar to the findings from other research (Chien, ; Chien & Chu, ; Conner et al, ; Macdonald et al, ). One plausible reason for this may be that with the hands‐on curriculum and the 3D printing technology, the students had more opportunities to engage in hands‐on exploration (Ackermann, ; Chien, ; Kostakis et al, ; Papert, ), and it effectively helped the students to gain a better understanding of new abstract knowledge (Lipson & Kurman, ).…”

Section: Discussionsupporting

confidence: 87%

“…One possible reason for this may be that ELS emphasizes that participants learn by doing as reflected in life experiences, which helped the students to experience the process of building knowledge as well as grasping interdisciplinary knowledge (Adamson, ; Bhat, ; Kolb, ; J. H. Lee et al, ; Morgan et al, ; Seaman et al, ). Moreover, 3D printing technology helped the students to realize and achieve their ideas through the hands‐on process, which facilitated the production of a personalized product and improved their hands‐on ability (Chien, ; Chien & Chu, ; Conner et al, ; Macdonald et al, ). Therefore, during the production process, the students were able to consider the design, features, and refinement of their products, as shown in Figure , in which three works (one from each group) with high similarity of the windmills' design were selected for comparison.…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, constructivism clearly represents a fundamental change in the hands‐on‐making‐product process, as no two products from a constructivist activity look anything alike (Alesandrini & Larson, ). Therefore, 3D printing technology helps students to realize and apply their ideas to personalized products and improves their learning performance through the hands‐on process (Chien, ; Chien & Chu, ; Conner et al, ; Macdonald et al, ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Using 3D printing technology with experiential learning strategies to improve preengineering students' comprehension of abstract scientific concepts and hands‐on ability

Hsiao

Chen²,

Lin

et al. 2018

Computer Assisted Learning

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This study combined 3D printing technology with experiential learning strategies (ELS) to design a hands‐on curriculum for preengineering students. The participants learned interdisciplinary knowledge and abstract scientific concepts through the curriculum. The study implemented a quasi‐experimental design to examine whether the students who learned using the 3D printing technology with ELS demonstrated better learning performances regarding the comprehension of abstract scientific concepts and hands‐on ability. This study selected 184 10th‐grade students from five classes, which were divided into three groups. The experimental process was conducted over a period of 11 weeks (for a total duration of 960 min). It was found that all of the preengineering students improved their comprehension of abstract scientific concepts. The students who learned using the 3D printing technology understood abstract scientific concepts better than those who learned using the traditional hands‐on tools, and the students who learned using the 3D printing technology with ELS demonstrated better hands‐on ability than the other two groups. Using 3D printing technology with ELS resulted in significant positive effects on the participants' handmade processes, in which the students reinforced the connection between knowledge and handmade products, resulting in better comprehension of abstract scientific concepts and hands‐on ability.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Using 3D printing technology with experiential learning strategies to improve preengineering students' comprehension of abstract scientific concepts and hands‐on ability

Hsiao

Chen²,

Lin

et al. 2018

Computer Assisted Learning

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show abstract

“…With basic mathematical knowledge, students are expected to conduct engineering and art design and learn the connotations of science and technology [21]. To date, STEAM has been widely applied to study improvements in teaching [7], students' education strategies, and practical applications for students [22]. A summary of the research topic and methodology can be found in Table 1.…”

Section: Steammentioning

confidence: 99%

Analysis of the Learning Effectiveness of the STEAM-6E Special Course—A Case Study about the Creative Design of IoT Assistant Devices for the Elderly

2018

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This study developed a STEAM (Science, Technology, Engineering, Art, and Math)-6E (Engage, Explore, Explain, Extend, Enrich, Evaluate; 6E Learning by Design) special course based on the theme of creative design of IoT (Internet of Things) assistant devices for the elderly and investigated the impact of this course on students’ learning effectiveness. It invited eight experts and scholars for focus interviews, jointly developed the STEAM-6E special course, designed teaching activities around the theme of creative design of IoT assistant devices for the elderly, and created a learning effectiveness scale. Furthermore, it selected 46 students majoring in nursing in a vocational and technological college as its subjects and distributed copies of a questionnaire among them to explore learning effectiveness. This study reached the following conclusions. The STEAM-6E special course on the creative design of IoT assistant devices for the elderly included three dimensions, that is, the STEAM course, 6E teaching, and the acquisition of professional knowledge, as well as 17 competence indicators. The nursing students affirmed the learning outcome in the STEAM-6E course, the 6E teaching model, and thematic knowledge after attending the STEAM-6E course. The hands-on activities of the STEAM-6E special course could guide students to learn key points step by step. The STEAM-6E special course can strengthen students’ abilities to integrate STEAM knowledge and improve their learning effectiveness in each discipline. The STEAM-6E special course for the elderly improved the cooperative learning, professional knowledge, and confidence of the students. In light of these conclusions, this study developed a teaching model for the STEAM-6E special course on the creative design of IoT assistant devices for the elderly and proposed several suggestions for curriculum planning and the implementation of a STEAM-6E special course.

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“…Emerging research areas are becoming progressively interdisciplinary, encompassing Science, Technology, Engineering, Arts, Mathematics. The college is guided by the needs of enterprises and strives to build a community to promote industry-university collaboration [2]. The content of university-industry collaboration includes jointly develop training objectives and training programs, jointly build courses and development courses, jointly build laboratories and practice bases, cooperate with training teachers, and cooperate with research to encourage industrial development.…”

Section: Operation Mechanism Of Iaccmentioning

confidence: 99%

Operation Mechanism of Industry and Academia Cooperation College

Zheng¹

2019

Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019)

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China's economy is growing, and Chinese higher education is developing with rapid acceleration. Chinese higher education faces a barrier to promoting university-industry collaboration now. The traditional teaching methodologies are not suitable for industry requirements. Industry and Academia Cooperation College (IACC) is a new way to establish industryacademic linkages and to support universities in China in improving their engineering education. Operation mechanism could influence the propensity and the scope of universityindustry collaboration in IACC. This paper focuses on the operation mechanism of IACC. Examinations of regional development and academia-business cooperation of IACC are discussed. Based on existing research and practice, the operation mechanism of IACC is addressed. The content of this paper provides a new way of effective cooperation Model in IACC.

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The Different Learning Outcomes of High School and College Students on a 3D-Printing STEAM Engineering Design Curriculum

Cited by 58 publications

References 24 publications

Using 3D printing technology with experiential learning strategies to improve preengineering students' comprehension of abstract scientific concepts and hands‐on ability

Using 3D printing technology with experiential learning strategies to improve preengineering students' comprehension of abstract scientific concepts and hands‐on ability

Analysis of the Learning Effectiveness of the STEAM-6E Special Course—A Case Study about the Creative Design of IoT Assistant Devices for the Elderly

Operation Mechanism of Industry and Academia Cooperation College

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