3D PRINTING FOR TINKERING: A STRUCTURED APPROACH: A qualitative study on how to achieve a tinkering mindset, when working with STEM fields, and developing 21st century skills in Danish Middle schools
Translated title
3D PRINTING FOR TINKERING: A STRUCTURED APPROACH
Authors
Madsen, Helga Negendahl ; Lund, Anders Bod
Term
4. term
Education
Publication year
2017
Submitted on
2017-06-08
Pages
158
Abstract
Studiet undersøger læringsmuligheder og barrierer ved at introducere 3D-printere i danske 'middle schools'. Projektgruppen samarbejdede med Create it REAL og Aalborg Kommune. Først gennemførte vi et eksplorativt pilotstudie for at se, hvordan fire skoler brugte 3D-print i undervisningen. Pilotstudiet samlede data fra tre kilder: interviews med lærere, observationer af læringsaktiviteter og spørgeskemaer. På baggrund af resultaterne udviklede vi en praktisk tilgang til læringsaktiviteter med 3D-printere kaldet Oresmian Coordinate System. Tilgangen skal fremme tinkering (nysgerrig, praktisk eksperimenteren), 21.-århundredes kompetencer (færdigheder til det moderne samfund og arbejdsliv) og en refleksiv udforskning af STEM-fag (science, technology, engineering og mathematics). Tilgangen blev afprøvet i et feltstudie, og gennem observationer samt en videogennemgang fandt vi indikationer på, at den kan understøtte et rigt, samarbejdende læringsmiljø og hjælpe læreren med at føre refleksive samtaler med elever om design og iterationer (gentagne forbedringer).
This study explores the learning opportunities and barriers when introducing 3D printers in Danish middle schools. The project team collaborated with Create it REAL and the Municipality of Aalborg. We first carried out an exploratory pilot study to see how four schools included 3D printing in their classes. The pilot drew on three data sources: interviews with teachers, observations of learning activities, and questionnaires. Based on these findings, we developed a practical approach to 3D-printer learning activities called the Oresmian Coordinate System. The approach is designed to encourage tinkering (hands-on experimentation), 21st-century skills (competencies needed in modern society and work), and reflective exploration of STEM (science, technology, engineering, and mathematics). We then tested the approach in a field study, and through observations and a video review session we found indications that it can support a rich, collaborative learning environment and help teachers have reflective discussions with pupils about designs and iterations (cycles of improvement).
[This abstract was generated with the help of AI]
Keywords
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