Practice and Exploration of 3D Printing as a Digital Learning Innovation in Technology Education for Teenagers
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Abstract
Background and Aim: While 3D printing is widely promoted in K-12 education, existing research focuses mainly on technical skill acquisition, leaving a critical gap: how to systematically integrate 3D printing into curricula to simultaneously develop technical competencies, mathematical reasoning, and cultural awareness. This study addresses that gap by examining a three-stage curriculum built around the "Trinity" teaching model—theoretical cognition, hands-on practice, and value guidance—and investigates its effects on adolescents' cognitive processes and learning outcomes.
Materials and Methods: A two-year design-based study was conducted at a university science center and two partner schools in Shanghai, involving 156 students aged 10–15. Data included pre/post knowledge tests, performance assessments using validated rubrics, classroom observations, and student reflections. Quantitative analysis measured gains in technical understanding and mathematical application; qualitative analysis captured shifts in cognitive strategies and cultural identity.
Results: Mastery of 3D printing principles increased from 42% to 95% (p < .001). Independent modeling and optimization reached 90% and 85%, respectively. Students' perception of mathematics as practically useful rose by 65%. Qualitative data revealed three cognitive shifts: (1) reduced cognitive load through physical manipulation, (2) systematic troubleshooting during design iterations, and (3) enhanced cultural confidence via heritage projects (e.g., reproducing traditional ocarinas, mortise-tenon joints). The Trinity model proved effective in connecting abstract concepts with tangible practice.
Conclusion: This study offers a way to bring 3D printing into secondary STEM classrooms that has been tested and could be used elsewhere. The Trinity model produced changes in students that went beyond technical skills—shifts in how they thought and acted that we could actually measure. The work should be useful to people working in educational technology, designing curriculum, or training teachers, especially those trying to bring cultural heritage together with STEM teaching.
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