Three-dimensional (3D) printing is recognized as a powerful tool for enhancing science education, creating tangible and interactive models that help students better understand complex scientific concepts and improve scientific literacy. This study investigated the impact of integrating 3D-printed science models as educational materials on elementary students' academic performance in space science. It also explored students' perceptions of the utilized models. The study employed an embedded mixed methods design and classroom action research. The quantitative phase used total enumeration and pre- and post-test assessments to gauge students' academic performance. The embedded qualitative phase consisted of semi-structured interviews with a few students to determine their perceptions of the 3D-printed science models used. Thirty-two Grade 6 students from an elementary school in Tinoc, Ifugao, Philippines, participated in the study. Quantitative results revealed a significant improvement in students' academic performance after integrating 3D-printed science models in their space science lessons. Qualitative findings disclosed five main themes: models' physical attributes, learning benefits, challenges experienced, personal preference, and suggestions for improving the models. Students found the models visually appealing, engaging, and interactive, with reasonable sizes that present concrete objects. The models, however, were viewed to be fragile, insufficient, and with unpleasant smells. The students suggested that more models with articulated parts should be printed in bigger sizes. Conclusively, this study demonstrates that integrating 3D-printed models as innovative science educational materials impacts elementary students' space science learning experience. Future studies should refine 3D-printed models to maximize their educational potential in science education.
Citation: Ferlyn Ugaldi, Adelfa Dulnuan, Peter Paul Canuto, Decire Hiteg, Novie Hiteg. Impact of 3D-printed models on elementary students' space science learning: Mixed methods and classroom action research study[J]. STEM Education, 2025, 5(6): 1102-1131. doi: 10.3934/steme.2025047
Three-dimensional (3D) printing is recognized as a powerful tool for enhancing science education, creating tangible and interactive models that help students better understand complex scientific concepts and improve scientific literacy. This study investigated the impact of integrating 3D-printed science models as educational materials on elementary students' academic performance in space science. It also explored students' perceptions of the utilized models. The study employed an embedded mixed methods design and classroom action research. The quantitative phase used total enumeration and pre- and post-test assessments to gauge students' academic performance. The embedded qualitative phase consisted of semi-structured interviews with a few students to determine their perceptions of the 3D-printed science models used. Thirty-two Grade 6 students from an elementary school in Tinoc, Ifugao, Philippines, participated in the study. Quantitative results revealed a significant improvement in students' academic performance after integrating 3D-printed science models in their space science lessons. Qualitative findings disclosed five main themes: models' physical attributes, learning benefits, challenges experienced, personal preference, and suggestions for improving the models. Students found the models visually appealing, engaging, and interactive, with reasonable sizes that present concrete objects. The models, however, were viewed to be fragile, insufficient, and with unpleasant smells. The students suggested that more models with articulated parts should be printed in bigger sizes. Conclusively, this study demonstrates that integrating 3D-printed models as innovative science educational materials impacts elementary students' space science learning experience. Future studies should refine 3D-printed models to maximize their educational potential in science education.
| [1] |
Abu Khurma, O., Ali, N. and Swe Khine, M., Exploring the impact of 3D printing integration on STEM attitudes in elementary schools. Contemporary Educational Technology, 2023, 15(4): ep458. https://doi.org/10.30935/cedtech/13568 doi: 10.30935/cedtech/13568
|
| [2] |
Akyol, C., Uygur, M. and Yanpar Yelken, T., 3D printers as an educational tool in gifted education: Effective use, problems and suggestions. Journal for the Education of Gifted Young Scientists, 2022, 10(2): 173–205. https://doi.org/10.17478/jegys.1105484 doi: 10.17478/jegys.1105484
|
| [3] |
Arslan, A. and Erdogan, I., Use of 3D printers for teacher training and sample activities. International Journal of Progressive Education, 2021, 17(3): 343–360. https://doi.org/10.29329/ijpe.2021.346.22 doi: 10.29329/ijpe.2021.346.22
|
| [4] |
Arvanitidi, E., Drosos, C., Theocharis, E. and Papoutsidakis, M., 3D printing and education. International Journal of Computer Applications, 2019,177(24): 55–59. https://doi.org/10.5120/ijca2019919711 doi: 10.5120/ijca2019919711
|
| [5] |
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
|
| [6] |
Avinal, M. and Aydin, A., The effects of activities designed with three-dimensional printing technology on science education. Journal of Turkish Science Education, 2022, 19(3): 887–910. https://doi.org/10.36681/tused.2022.155 doi: 10.36681/tused.2022.155
|
| [7] | Bagheri Noaparast, K., Challenges facing the philosophy of education in the twenty-first century, in Educational Theory in the 21st Century, Y. Alpaydın, C. Demirli, Eds., 2022. Maarif Global Education Series. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-16-9640-4_1 |
| [8] | Bambu Lab, Bambu Lab A1 mini. 2025a. https://bambulab.com/en-us/a1-mini |
| [9] | Bambu Lab, Introduction to Bambu Studio. Bambu Lab Wiki. 2025b. https://wiki.bambulab.com/en/x1/manual/introduction-to-bambu-studio |
| [10] |
Budinski, N., Lavicza, Z. and Houghton, T., Opportunities for 3D printing in hybrid education. Open Education Studies, 2022, 4(1): 339–344. https://doi.org/10.1515/edu-2022-0175 doi: 10.1515/edu-2022-0175
|
| [11] |
Canuto, P. P., Perceptions of primary pre-service teachers in the utilization of plant identification apps as educational tools. Journal of Baltic Science Education, 2023, 22(5): 799–812. https://doi.org/10.33225/jbse/23.22.799 doi: 10.33225/jbse/23.22.799
|
| [12] |
Canuto, P. P., Choycawen, M. and Pagdawan, R., The influence of teaching competencies on teachers' performance and students' academic achievement in primary science education. Problems of Education in the 21st Century, 2024, 82(1): 29–47. https://doi.org/10.33225/pec/24.82.29 doi: 10.33225/pec/24.82.29
|
| [13] |
Chen, J. and Cheng, L., The influence of 3D printing on the education of primary and secondary school students. Journal of Physics: Conference Series, 2021, 1976(1): 012072. https://doi.org/10.1088/1742-6596/1976/1/012072 doi: 10.1088/1742-6596/1976/1/012072
|
| [14] |
Chenrai, P., Case study on geoscience teaching innovation: Using 3D printing to develop structural interpretation skill in higher education levels. Frontiers in Earth Science, 2021, 8: 590062. https://doi.org/10.3389/feart.2020.590062 doi: 10.3389/feart.2020.590062
|
| [15] |
Choycawen, M., Pagdawan, R. and Canuto, P. P., Unveiling the benefits and challenges of using printed modules during pandemic: Examining university teachers' experiences in a higher education institution. Pakistan Journal of Life and Social Sciences, 2024, 22(2): 14595–14621. https://doi.org/10.57239/PJLSS-2024-22.2.001051 doi: 10.57239/PJLSS-2024-22.2.001051
|
| [16] | Department of Education, K to 12 Curriculum Guide for Science. 2016. https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-equipment_revised.pdf |
| [17] | Department of Education, Policy Guidelines on the K to 12 Basic Education Program. 2019. https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf |
| [18] | Department of Science and Technology, DOST's AMCEN, the new face of PHL manufacturing. 2024. https://www.dost.gov.ph/knowledge-resources/news/72-2021-news/2297-dost-s-amcen-the-new-face-of-phl-manufacturing.html |
| [19] |
Eldebeky, S. M., High school students' experience of a 3D printing station at a bilingual school makerspace in Kuwait. Studies in Technology Enhanced Learning, 2021, 2: 371‒385. https://doi.org/10.21428/8c225f6e.5c7a27a0 doi: 10.21428/8c225f6e.5c7a27a0
|
| [20] |
Fabillar, R., Ummas, J., Pateyec, J., Domingo, M. G., Canuto, P. P., Choycawen, M., et al., Science comics as educational materials and its impact on elementary students' science academic performance. Pakistan Journal of Life and Social Sciences, 2024, 22(1): 6176–6188. https://doi.org/10.57239/pjlss-2024-22.1.00456 doi: 10.57239/pjlss-2024-22.1.00456
|
| [21] |
Fokides, E. and Lagopati, G., The utilization of 3D printers by elementary-aged learners: A scoping review. Journal of Information Technology Education: Innovations in Practice, 2024, 23: 006. https://doi.org/10.28945/5288 doi: 10.28945/5288
|
| [22] |
Habib, M. K., Nagata, F. and Watanabe, K., Mechatronics: Experiential learning and the stimulation of thinking skills. Education Sciences, 2021, 11(2): 46. https://doi.org/10.3390/educsci11020046 doi: 10.3390/educsci11020046
|
| [23] |
Jayswal, A. and Adanur, S., An overview of additive manufacturing methods, materials, and applications for flexible structures. Journal of Industrial Textiles, 2022, 52: 15280837221114638. https://doi.org/10.1177/15280837221114638 doi: 10.1177/15280837221114638
|
| [24] |
Kit Ng, D. T., Tsui, M. F. and Yuen, M., Exploring the use of 3D printing in mathematics education: A scoping review. Asian Journal for Mathematics Education, 2022, 1(3): 338–358. https://doi.org/10.1177/27527263221129357 doi: 10.1177/27527263221129357
|
| [25] |
Kong, Y., The role of experiential learning on students' motivation and classroom engagement. Frontiers in Psychology, 2021, 12: 771272. https://doi.org/10.3389/fpsyg.2021.771272 doi: 10.3389/fpsyg.2021.771272
|
| [26] |
Leinonen, T., Virnes, M., Hietala, I. and Brinck, J., 3D printing in the wild: Adopting digital fabrication in elementary school education. International Journal of Art Design Education, 2020, 39(3): 600–615. https://doi.org/10.1111/jade.12310 doi: 10.1111/jade.12310
|
| [27] |
Levy, A. R. and Moore Mensah, F., Learning through the experience of water in elementary school science. Water, 2020, 13(1): 43. https://doi.org/10.3390/w13010043 doi: 10.3390/w13010043
|
| [28] | Lincoln, Y. and Guba, E. G., Naturalistic inquiry, 1985, Newbury Park, CA: Sage. |
| [29] |
Lu, S.-J., Chen, Y.-H., Huang, H. and Liu, Y.-C., The role of digital-media-based pedagogical aids in elementary entomology: An innovative and sustainable approach. Sustainability, 2022, 14(16): 10067. https://doi.org/10.3390/su141610067 doi: 10.3390/su141610067
|
| [30] | Luci-Atienza, C., DOST launches PH's first, world-class hub for additive manufacturing, in Manila Bulletin. 2021. https://mb.com.ph/2021/06/15/dost-launches-phs-first-world-class-hub-for-additive-manufacturing/#google_vignette |
| [31] | Maguire, M. and Delahunt, B., Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. All Ireland Journal of Higher Education, 2017, 9(3). https://ojs.aishe.org/index.php/aishe-j/article/download/335/553/1557 |
| [32] | McClements, D., Slicer in 3D Printing: Definition, Features, and How it Works. Xometry. 2022. https://www.xometry.com/resources/3d-printing/what-is-a-slicer-in-3d-printing/ |
| [33] |
Meesuk, P., Sramoon, B. and Wongrugsa, A., Classroom action research-based instruction: The sustainable teacher professional development strategy. Journal of Teacher Education for Sustainability, 2020, 22(1): 98–110. https://doi.org/10.2478/jtes-2020-0008 doi: 10.2478/jtes-2020-0008
|
| [34] |
Mertler, C. A., Action research as teacher inquiry: A viable strategy for resolving problems of practice. Practical Assessment, Research, and Evaluation, 2021, 26(1): 19. https://doi.org/10.7275/22014442 doi: 10.7275/22014442
|
| [35] |
Nazha, H. and Szabolcs, S., An overview about using the 3D printing technology. International Research Journal of Multidisciplinary Scope, 2022, 3(01): 1‒3. https://doi.org/10.47857/irjms.2022.v03i01.064 doi: 10.47857/irjms.2022.v03i01.064
|
| [36] |
Nowell, L. S., Norris, J. M., White, D. E. and Moules, N. J., Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 2017, 16: 1–13. https://doi.org/10.1177/1609406917733847 doi: 10.1177/1609406917733847
|
| [37] |
Özeren, Ö., Özeren, E. B., Top, S. M. and Sultan Qurraie, B., Learning-by-doing using 3D printers: Digital fabrication studio experience in architectural education. Journal of Engineering Research, 2023, 11(3): 1–6. https://doi.org/10.1016/j.jer.2023.100135 doi: 10.1016/j.jer.2023.100135
|
| [38] | Polygenis, T., ABS 3D Printing: A Comprehensive Guide to Materials, Techniques, and Applications. Wevolver. 2023. https://www.wevolver.com/article/abs-3d-printing-a-comprehensive-guide-to-materials-techniques-and-applications |
| [39] | Polygenis, T., What is PLA filament: Composition, advantages, applications. Wevolver. 2024. https://www.wevolver.com/article/what-is-pla-filament-composition-advantages-applications |
| [40] | Ronda, R. A., DOST launches 3D printing research facilities, in The Philippine Star. 2019. https://www.philstar.com/business/science-and-environment/2019/0411/1908927/dost-launches-3d-printing-research-facilities |
| [41] |
Shahrubudin, N., Koshy, P., Alipal, J., Kadir, M. H. A. and Lee, T. C., Challenges of 3D printing technology for manufacturing biomedical products: A case study of Malaysian manufacturing firms. Heliyon, 2020, 6(4). https://doi.org/10.1016/j.heliyon.2020.e03734 doi: 10.1016/j.heliyon.2020.e03734
|
| [42] |
Stratton, S. J., Quasi-experimental design (pre-test and post-test studies) in prehospital and disaster research. Prehospital and Disaster Medicine, 2019, 34(6): 573–574. https://doi.org/10.1017/s1049023x19005053 doi: 10.1017/s1049023x19005053
|
| [43] |
Tanabashi, S., Utilizing 3D-printing technology in cross-disciplinary STEAM education. Journal of Microbiology & Biology Education, 2021, 22(2): 10-1128. https://doi.org/10.1128/jmbe.00098-21 doi: 10.1128/jmbe.00098-21
|
| [44] |
Thyssen, C. and Meier, M., 3D Printing as an element of teaching—perceptions and perspectives of teachers at German schools. Frontiers in Education, 2023, 8: 1233337. https://doi.org/10.3389/feduc.2023.1233337 doi: 10.3389/feduc.2023.1233337
|
| [45] |
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, 32(4): 22738. https://doi.org/10.1002/cae.22738 doi: 10.1002/cae.22738
|
| [46] |
Yu, X. and Khazanchi, D., Using embedded mixed methods in studying IS phenomenon: Risks and practical remedies with an illustration. Communications of the Association for Information Systems, 2017, 41: 18–42. https://doi.org/10.17705/1cais.04102 doi: 10.17705/1cais.04102
|
Figures(1) / Tables(2)
Ferlyn Ugaldi, Adelfa Dulnuan, Peter Paul Canuto, Decire Hiteg, Novie Hiteg. Impact of 3D-printed models on elementary students' space science learning: Mixed methods and classroom action research study[J]. STEM Education, 2025, 5(6): 1102-1131. doi: 10.3934/steme.2025047
DownLoad: