Literaturnachweis - Detailanzeige
| Autor/inn/en | Guenther, Courtney; Hayes, Matthew; Davis, Andrew; Stern, Matthew |
|---|---|
| Titel | Building Confidence: Engaging Students through 3D Printing in Biology Courses |
| Quelle | In: Bioscene: Journal of College Biology Teaching, 47 (2021) 1, S.40-58 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1539-2422 |
| Schlagwörter | Self Esteem; Learner Engagement; Printing; Undergraduate Students; Student Attitudes; Teaching Methods; Manipulative Materials; Disproportionate Representation; Anatomy; Physiology; Molecular Biology; South Carolina |
| Abstract | 3D printing is a widely used technology in a number of STEM fields and can be incorporated into undergraduate education in order to engage students in active learning. Using the Technological Pedagogical Content Knowledge (TPACK) framework, this study examined student perceptions of completing 3D printing of a physical model in two different Biology courses, Anatomy and Physiology and Molecular Biology. Students completed surveys before and after engaging in a semester-long 3D printing project. Demographic information was also collected in order to assess student perceptions based on race and sex. Students reported increased confidence with 3D printing technology after completing their projects, and this effect occurred similarly across race and sex. Student attitudes towards their 3D printing experience were overwhelmingly positive, with general interest and excitement being the most common themes. These results suggest that 3D printing projects can be successfully implemented in undergraduate courses and generate positive student outcomes. Engaging women and underrepresented minority students with 3D printing technology may have significant implications for retention of these students in STEM programs. (As Provided). |
| Anmerkungen | Association of College and Biology Educators. Web site: http://acube.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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