Exploring the Relationship Between 3-D Printing Integration in Science Classrooms and Students' STEM Motivation

• In Event: The Influence of Instructional Design to Improve Learning and Motivation

Abstract

As an emerging technology in K-12 education, 3D printing has gained much attention from educators and researchers. However, meaningful 3D printing integration into K-12 STEM curricula is still scarce, and little is known about how teacher beliefs and 3D printing integration may influence students’ STEM motivation. This study examined the relationship between teacher beliefs, 3D printing integration in science classrooms, and students’ STEM motivation. Results indicated that teachers’ 3D printing integration level was not significant for students’ STEM motivation, but STEM integration level was a positive predictor of students’ math motivation. Interesting interaction effects were observed between student variables (student gender and pretest scores) and teacher variables (teacher beliefs and 3D printing integration).

Authors

• Li Cheng, University of Florida

• Pasha Antonenko, University of Florida

• Albert Dieter Ritzhaupt, University of Florida

• M. David Miller, University of Florida

• Bruce MacFadden, University of Florida