Examining the materials and processes developed by preservice preschool teachers with 3D printers and CNC machines

Sait Bulut; Ali Özkaya; Gözdegül Arık Karamık; Gizem Şahin; Sait Bulut; Ali Özkaya; Gözdegül Arık Karamık; Gizem Şahin

doi:10.3934/steme.2025032

STEM Education

2025, Volume 5, Issue 4: 688-713. doi: 10.3934/steme.2025032

Previous Article Next Article

Research article

Examining the materials and processes developed by preservice preschool teachers with 3D printers and CNC machines

1.
Department of Mathematics and Science Education, Faculty of Education, Akdeniz University, Antalya, Turkey; saitbulut@akdeniz.edu.tr, aliozkaya@akdeniz.edu.tr, gkaramik@akdeniz.edu.tr
2.
Department of Mathematics and Science Education, Institute of Educational Sciences, Akdeniz University, Antalya, Turkey; gizemsahin242@gmail.com

Academic Editor: Jingjie Yeo

Received: 28 January 2025 Revised: 13 June 2025 Accepted: 19 June 2025 Published: 01 July 2025

This study aimed to examine the development process of materials created by preservice preschool teachers using a 3D printer and a computer numerical control (CNC) machine. The study group consisted of preservice preschool teachers enrolled in the second grade during the fall semester of the 2022–2023 academic year at a state university located in the Mediterranean region of Turkey. An embedded mixed-methods research design was employed in this study. The self-efficacy scale of teaching material utilization (SSTMU) was utilized to collect quantitative data, while the intervention status evaluation form (ISEF) and the daily intervention evaluation form (DIEF) were used to gather qualitative data. During the implementation phase, preservice teachers developed materials using a 3D printer and a CNC machine for science, technology, engineering, and mathematics (STEM) education over a period of six weeks. At the conclusion of the implementation, an increase in the self-efficacy scores of the preservice teachers regarding the utilization of teaching materials was observed. An analysis of the pre- and post-implementation feedback from the preservice teachers revealed that they were able to apply the knowledge they acquired in areas, such as message design, visual design, and usage, demonstrating this through the personal competencies they developed. Based on the quantitative and qualitative findings, the research suggests that materials developed with 3D printers and CNC machines can be effectively used in STEM education and that their implementation in this context can assist teachers in acquiring knowledge and skills relevant to the subjects being taught.
- STEM teaching,
- 3D printer,
- CNC machine,
- material development,
- educational material,
- teaching material utilization,
- self-efficacy
Citation: Sait Bulut, Ali Özkaya, Gözdegül Arık Karamık, Gizem Şahin. Examining the materials and processes developed by preservice preschool teachers with 3D printers and CNC machines[J]. STEM Education, 2025, 5(4): 688-713. doi: 10.3934/steme.2025032

Related Papers:

Abstract

This study aimed to examine the development process of materials created by preservice preschool teachers using a 3D printer and a computer numerical control (CNC) machine. The study group consisted of preservice preschool teachers enrolled in the second grade during the fall semester of the 2022–2023 academic year at a state university located in the Mediterranean region of Turkey. An embedded mixed-methods research design was employed in this study. The self-efficacy scale of teaching material utilization (SSTMU) was utilized to collect quantitative data, while the intervention status evaluation form (ISEF) and the daily intervention evaluation form (DIEF) were used to gather qualitative data. During the implementation phase, preservice teachers developed materials using a 3D printer and a CNC machine for science, technology, engineering, and mathematics (STEM) education over a period of six weeks. At the conclusion of the implementation, an increase in the self-efficacy scores of the preservice teachers regarding the utilization of teaching materials was observed. An analysis of the pre- and post-implementation feedback from the preservice teachers revealed that they were able to apply the knowledge they acquired in areas, such as message design, visual design, and usage, demonstrating this through the personal competencies they developed. Based on the quantitative and qualitative findings, the research suggests that materials developed with 3D printers and CNC machines can be effectively used in STEM education and that their implementation in this context can assist teachers in acquiring knowledge and skills relevant to the subjects being taught.

References

[1]	Nithyanandam, G.K., A framework to improve the quality of teaching-learning process-A case study. Procedia Computer Science, 2020,172: 92-97. https://doi.org/10.1016/j.procs.2020.05.013 doi: 10.1016/j.procs.2020.05.013
[2]	Campbell, C.P., Instructional materials: Their preparation and evaluation. Journal of European Industrial Training, 1999, 23(2): 57-107. https://doi.org/10.1108/03090599910257515 doi: 10.1108/03090599910257515
[3]	Toledo-Figueroa, D., Révai, N. and Guerriero, S., Teacher professionalism and knowledge in qualifications frameworks and professional standards. In Pedagogical knowledge and the changing nature of the teaching profession, 2017, 73–95. OECD Publishing.
[4]	Kavak, Ş. and Coşkun, H., Erken çocukluk eğitiminde eğitici materyal geliştirmenin önemi (Turkish)[The importance of educational material development in early childhood education]. International Journal of Early Childhood Education Studies, 2017, 2(2): 11-23.
[5]	Çetin, M. and Demircan H.Ö., STEM education in early childhood. Inonu University Journal of the Faculty of Education, 2020, 21(1): 102-117. https://doi.org/10.17679/inuefd.437445 doi: 10.17679/inuefd.437445
[6]	Ying, L. and Luen, L.C., Exploring effective pre-service teacher training methods: An analysis based on learner motivation and experience. International Journal of Academic Research in Business and Social Sciences, 2024, 14(8): 2582-2593. http://dx.doi.org/10.6007/IJARBSS/v14-i8/22243
[7]	Stohlmann, M., Moore, T.J. and Roehrig, G.H., Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research (J-PEER), 2012, 2(1): 28-34. https://doi.org/10.5703/1288284314653 doi: 10.5703/1288284314653
[8]	Cai, R. and Chiang, F.K., A laser-cutting-centered STEM course for improving engineering problem-solving skills of high school students in China. STEM Education, 2021, 1(3): 199-224. https://doi.org/10.3934/steme.2021015 doi: 10.3934/steme.2021015
[9]	Lyon, E.G., Kochevar, R. and Gould, J., Making it in undergraduate STEM education: The role of a maker course in fostering STEM identities. International Journal of Science Education, 2023, 45(11): 946-967. https://doi.org/10.1080/09500693.2023.2179376 doi: 10.1080/09500693.2023.2179376
[10]	Mun, K., Aesthetics and STEAM education: The case of Korean STEAM curricula at the art high school. International Journal of Science Education, 2022, 44(5): 854-872. https://doi.org/10.1080/09500693.2021.2011467 doi: 10.1080/09500693.2021.2011467
[11]	Trujillo‐Cayado, L.A., Santos, J., Cordobés, F. and Ramos‐Payán, M., Influence of the use of 3D printing technology for teaching chemistry in STEM disciplines. Computer Applications in Engineering Education, 2024, 24: e22738. https://doi.org/10.1002/cae.22738 doi: 10.1002/cae.22738
[12]	Aslan, A. and Çelik, Y., A literature review on 3D printing technologies in education. International Journal of 3D Printing Technologies and Digital Industry, 2022, 6(3): 592–613. https://doi.org/10.46519/ij3dptdi.1137028 doi: 10.46519/ij3dptdi.1137028
[13]	Ford, S. and Minshall, T., Where and how 3D printing is used in teaching and education, 2019. https://doi.org/10.17863/CAM.35360
[14]	Jones, L.C.R., Tyrer, J.R. and Zanker, N.P., Applying laser cutting techniques through horology for teaching effective STEM in design and technology. Design and Technology Education, 2013, 18(3): 21-34.
[15]	Schelly, C., Anzalone, G., Wijnen, B. and Pearce, J.M., Open-source 3-D printing technologies for education: Bringing additive manufacturing to the classroom. Journal of Visual Languages & Computing, 2015, 28: 226-237. https://doi.org/10.1016/j.jvlc.2015.01.004 doi: 10.1016/j.jvlc.2015.01.004
[16]	Uğur, E. and Özsoy, S.A., infrastructure studies for the use of CNC router in printing and publication technologies program workshop applications. Journal of Current Researches on Social Sciences, 2018, 8(4): 47-62.
[17]	Yıldırım, G., Teachers' opinions on instructional use of 3D printers: A case study. International Online Journal of Educational Sciences, 2018, 10(4): 304-320. https://doi.org/10.15345/iojes.2018.04.017 doi: 10.15345/iojes.2018.04.017
[18]	Chesloff, J.D., STEM education must start in early childhood. Education Week, 2013, 32(23): 27–32.
[19]	Ministry of National Education[MoNE], Okul öncesi eğitim programı (Turkish)[Pre-school education programme], 2013. Available from: https://mufredat.meb.gov.tr/Dosyalar/20195712275243-okuloncesi_egitimprogrami.pdf
[20]	Tekin, G. and Özkaya, B.T., Çocuk ve oyun: Çocukların öğrenmesini anlama ve destekleme (Turkish)[Children and play: Understanding and supporting children's learning], (eds. N. Avcı, & M. Toran), in Okul öncesi eğitime giriş[Introduction to preschool education] (pp. 123-150), Eğiten Bookstore, 2012.
[21]	Kıldan, A.O., Preschool education settings. Kastamonu Education Journal, 2007, 15(2): 501-510.
[22]	Stueck, L.E., The design of learning environments [Doctoral dissertation]. University of Georgia, 1991.
[23]	Moomaw, S., Teaching STEM in the early years: Activities for integrating science, technology, engineering, and mathematics. Redleaf Press, 2013.
[24]	Campbell, C., Speldewinde, C., Howitt, C. and MacDonald, A., STEM practice in the early years. Creative Education, 2018, 9(1): 11-25. https://doi.org/10.4236/ce.2018.91002 doi: 10.4236/ce.2018.91002
[25]	Erol, A. and İvrendi, A., Erken çocuklukta STEM eğitimi (Turkish)[STEM education in early childhood]. Journal of Early Childhood Studies, 2021, 5(1): 255–284. https://doi.org/10.24130/eccd-jecs.1967202151265 doi: 10.24130/eccd-jecs.1967202151265
[26]	Acer, D., A study on the viewpoints of preschool teacher candidates on design of instructional materials course. Elementary Education Online, 2011, 10(2): 421-429.
[27]	California Department of Education., Visual and performing arts framework: For California public schools: Kindergarten through grade twelve, 2004. Available from: https://files.eric.ed.gov/fulltext/ED483686.pdf
[28]	Szyba, C.M., Why do some teachers resist offering appropriate, open-ended art activities for young children? Young Children, 1999, 54(1): 16-20.
[29]	Çiftçi, A., Topçu, M.S. and Foulk, J.A., Pre-service early childhood teachers' views on STEM education and their STEM teaching practices. Research in Science & Technological Education, 2022, 40(2): 207-233. https://doi.org/10.1080/02635143.2020.1784125 doi: 10.1080/02635143.2020.1784125
[30]	Johnson, C.C., Implementation of STEM education policy: Challenges, progress, and lessons learned. School Science and Mathematics, 2012,112(1): 45-55. https://doi.org/10.1111/j.1949-8594.2011.00110.x doi: 10.1111/j.1949-8594.2011.00110.x
[31]	Sanders, M., STEM, STEM education, STEMmania. The Technology Teacher, 2009, 68(4): 20–26.
[32]	de Putter-Smits, L.G., Taconis, R., Jochems, W. and Van Driel, J., An analysis of teaching competence in science teachers involved in the design of context-based curriculum materials. International Journal of Science Education, 2012, 34(5): 701-721. https://doi.org/10.1080/09500693.2012.656291 doi: 10.1080/09500693.2012.656291
[33]	Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M.S., Öner, T., et al., STEM education Turkey report. Scala Publishing, 2015.
[34]	Coenders, F., Teachers' professional growth during the development and class enactment of context-based chemistry student learning material[Doctoral dissertation], Twente University, 2010. http://dx.doi.org/10.3990/1.9789036530095
[35]	Krajcik, J.S., Blumenfeld, P.C., Marx, R.W. and Soloway, E., A collaborative model for helping middle grade science teachers learn project-based instruction. The Elementary School Journal, 1994, 94(5): 483–497. https://doi.org/10.1086/461779 doi: 10.1086/461779
[36]	Lange, A.A., Brenneman, K. and Mano, H., Teaching STEM in the preschool classroom: Exploring big ideas with 3-to 5-year-olds, Teachers College Press, 2019.
[37]	Kökhan, S. and Özcan, U., Use of 3D printers in education. Science Education Art and Technology Journal, 2018, 2(1): 81-85.
[38]	Ramaley, J., Facilitating change: experiences with the reform of STEM education, 2007. Available from: www.researchgate.net/publication/239923463
[39]	Ministry of National Education[MoNE], Okul öncesi eğitim programı (Turkish)[Pre-school education programme], 2024. Available from: https://tegm.meb.gov.tr/dosya/okuloncesi/guncellenenokuloncesiegitimprogrami.pdf
[40]	Bandura, A., Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 1977, 84(2): 191-215. https://doi.org/10.1037/0033-295X.84.2.191 doi: 10.1037/0033-295X.84.2.191
[41]	Ryan, R.M. and Deci, E.L., Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 2000, 25(1): 54–67. https://doi.org/10.1006/ceps.1999.1020 doi: 10.1006/ceps.1999.1020
[42]	Timms, C. and Brough, P., "I like being a teacher" Career satisfaction, the work environment and work engagement. Journal of Educational Administration, 2013, 51(6): 768-789. https://doi.org/10.1108/JEA-06-2012-0072 doi: 10.1108/JEA-06-2012-0072
[43]	Collie, R.J., Shapka, J.D. and Perry, N.E., School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 2012,104(4): 1189-1204.
[44]	Hölscher, S.I., Gharaei, N., Schachner, M.K., Ott, P.K. and Umlauft, S., Do my students think I am racist? Effects on teacher self-efficacy, stress, job satisfaction and supporting students in culturally diverse classrooms. Teaching and Teacher Education, 2024,138: 104425. https://doi.org/10.1016/j.tate.2023.104425 doi: 10.1016/j.tate.2023.104425
[45]	Klassen, R.M. and Chiu, M.M., Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 2010,102(3): 741-756.
[46]	Caprara, G.V., Barbaranelli, C., Borgogni, L. and Steca, P., Efficacy beliefs as determinants of teachers' job satisfaction. Journal of Educational Psychology, 2003, 95(4): 821-832.
[47]	Bahtilla, M. and Hui, X., The impact of school environment on teachers 'job satisfaction in secondary schools. European Journal of Education Studies, 2021, 8(7). http://dx.doi.org/10.46827/ejes.v8i7.3799
[48]	Korkmaz, O., Study of the validity and reliability of a self-efficacy scale of teaching material utilization. Educational Research and Reviews, 2011, 6(15): 843-853. https://doi.org/10.5897/ERR11.174 doi: 10.5897/ERR11.174
[49]	Kochhar, S.K., The teaching of social studies. Sterling Publishers Private Limited, 2012.
[50]	Lee, H.N., Son, D.I., Kwon, H.S., Park, K.S., Han, I.K., Jung, H.I., et al., Secondary teachers' perceptions and needs analysis on integrative STEM education. Journal of the Korean Association for Science Education, 2012, 32(1): 30-45.
[51]	Dağ, F. and Kırıkkaya, E.B., 8. sınıf doğal süreçler ünitesi için web tabanlı öğretim materyali hazırlığı: Farklı alan uzmanlarının materyal hakkındaki görüşleri (Turkish)[Preparation of web-based teaching materials for natural processes in 8th grade: Different views on the material of professionals]. Education Sciences, 2012, 7(1): 212-229. https://doi.org/10.12739/10.12739 doi: 10.12739/10.12739
[52]	McCullough, J. and McCullough, R., The role of toys in teaching physics. American Association of Physics Teachers, College Park, MD, 2000.
[53]	Thompson, G. and Mathieson, D., The mirror box. Phys Teach, 2001, 39(8): 508–509. https://doi.org/10.1119/1.1424606 doi: 10.1119/1.1424606
[54]	Surif, J., Ibrahim, N.H. and Mokhtar, M., Implementation of problem-based learning in higher education institutions and its impact on students' learning, (eds. K. Mohd-Yusof, M. Arsat, M. T. Borhan, E. de Graaff, A. Kolmos, F. A. Phang), in PBL across cultures. Paper presented at Fourth International Research Symposium on PBL, 2013, Universiti Teknologi.
[55]	Osman, A. and Kriek, J., Science teachers' experiences when implementing problem-based learning in rural schools. African Journal of Research in Mathematics, Science and Technology Education, 2021, 25(2): 148-159. https://doi.org/10.1080/18117295.2021.1983307 doi: 10.1080/18117295.2021.1983307
[56]	Straw, S., MacLeod, S. and Hart, R., Evaluation of the Wellcome Trust Camden STEM initiative. NFER, Slough, 2012.
[57]	Wang, H.H., Moore, T.J., Roehrig, G.H. and Park, M.S., STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research (J-PEER), 2011, 1(2): 1–13. https://doi.org/10.5703/1288284314636 doi: 10.5703/1288284314636
[58]	Weber, E., Fox, S., Levings, S.B. and Bouwma-Gearhart, J., Teachers' conceptualizations of integrated STEM. Academic Exchange Quarterly, 2013, 17(3): 47–53.
[59]	Creswell, J.W. and Plano Clark, V.L., Designing and conducting mixed methods research (3rd ed.), Sage Publications, 2018.
[60]	Creswell, J.W. and Creswell, J.D., Research design: Qualitative, quantitative, and mixed methods approach, Sage Publications, 2017.
[61]	Yıldırım, A. and Şimşek, H., Qualitative research methods in social sciences. Seçkin Publishing, 2016.
[62]	Miles, M.B. and Huberman, A.M., Qualitative data analysis: An expanded sourcebook. Sage Publications, 1994.
[63]	Shapiro, S.S. and Wilk, M.B., An analysis of variance test for normality (complete samples). Biometrika, 1965, 52(3-4): 591-611. https://doi.org/10.2307/2333709 doi: 10.2307/2333709
[64]	Brown, A., 3D printing in instructional settings: Identifying a curricular hierarchy of activities. TechTrends, 2015, 59(5): 16-24. https://doi.org/10.1007/s11528-015-0887-1 doi: 10.1007/s11528-015-0887-1
[65]	Güleryüz, H., Dilber, R. and Erdoğan, İ., Prospective teachers' views on 3D printer use in STEM. Journal of Ağrı İbrahim Çeçen University Social Sciences Institute, 2019, 5(2): 1-8. https://doi.org/10.31463/aicusbed.592061 doi: 10.31463/aicusbed.592061
[66]	Yavuz, İ., Yuran, A.F. and İkinci, F., Makine mühendisliği eğitiminde 3D yazıcılar ile yardımcı materyal tasarımı ve uygulaması (Turkish)[Design and application of auxiliary materials with 3D printers in mechanical engineering education]. In 4th International Congress On 3D Printing (Additive Manufacturing) Technologies and Digital Industry, 2019, Antalya, Türkiye. Available from: https://indexive.com/uploads/papers/pap_indexive15937958352147483647.pdf
[67]	Dickson, B., Weber, J., Kotsopoulos, D., Boyd, T., Jiwani, S. and Roach, B., The role of productive failure in 3D printing in a middle school setting. International Journal of Technology and Design Education, 2021, 31: 489-502. https://doi.org/10.1007/s10798-020-09568-z doi: 10.1007/s10798-020-09568-z
[68]	Lau, S. and Cheung, P.C., Developmental trends of creativity: What twists of turn do boys and girls take at different grades? Creativity Research Journal, 2010, 22(3): 329–336. https://doi.org/10.1080/10400419.2010.503543 doi: 10.1080/10400419.2010.503543
[69]	Galster, D.C., The dissertation story: Effective behaviors and practices of principals that encourage and support teacher instructional risk-taking and innovation in high achieving middle schools [Doctoral dissertation], Cardinal Stritch University, 2013.
[70]	Sitepu, J., Lumbanraja, P., Silalahi, A.S. and Siahaan, E., Teaching digital service skills and innovative behaviour to fresh graduates: An empirical analysis. Novitas-ROYAL (Research on Youth and Language), 2024, 18(2): 220–229. https://doi.org/10.5281/zenodo.13894294 doi: 10.5281/zenodo.13894294
[71]	Yılmaz, E., 21. yüzyıl becerileri kapsamında dönüşen okul paradigması (Turkish)[21st century skills in the context of transforming school paradigm], (eds. E. Yılmaz, M. Çalışkan & S. A. Sulak), in Eğitim bilimlerinden yansımalar[Reflections from educational sciences], (pp.5-16). Çizgi Bookstore, 2016.

Author's biography Dr. Sait Bulut is a professor of science education with Akdeniz University, Turkey. He focuses on STEM education research. He teaches university-level courses on interdisciplinary science education, material design for science education, instructional technologies, and environmental education; Dr. Ali Özkaya is an Associate Professor at Akdeniz University Turkey in mathematics education with a strong research focus on STEM education. After completing his doctorate in realistic mathematics education, he continued to explore innovative and interdisciplinary approaches to teaching mathematics. His academic work spans topics such as mathematical modeling, digital games in education, and the integration of STEM activities into teacher training. He has led and contributed to multiple research projects examining the effects of STEM-based practices on students' mathematical reasoning, creativity, and attitudes; Dr. Gözdegül Arık Karamık is an assistant professor of mathematics education with Akdeniz University, Turkey. She specializes in mathematics education with a strong focus on STEM-oriented instructional approaches. Her scholarly work prominently features interdisciplinary studies that combine mathematics, sustainability, technology, and creative pedagogies such as drama. Notably, she has contributed to STEM education through her research on the use of 3D printing in mathematics learning, sustainability-themed problem solving, and the integration of enriched learning environments for visually impaired students; Dr. Gizem Şahin holds a Ph.D. in science education. Her research focuses on STEM education, engineering design process, 21st century skills, robotics and coding, educational technologies, environmental education practices, and teacher education. She has participated in training courses in related fields and obtained certifications. She has published numerous scientific papers and carried out various projects in these fields, and she is currently continuing her research

Reader Comments

Your name:*

Email:*
© 2025 the Author(s), licensee AIMS Press. This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0)