Study shows how 3D printing improves design thinking in primary schools

Researchers at the Macquarie University in Sydney, Australia, have conducted a year-long study on the benefits of 3D printing and 3D design in the Creative Ateliers of primary schools.

While the study maintains that there is still much work to do to help teachers and students integrate 3D printing into schools, the preliminary results prove promising.

Makerspace in primary school environments

For the purposes of the Macquarie University research, 27 teachers from three schools in Australia completed the Makers Empire Learning by Design professional development course. Subsequently, the teachers delivered a total of 24 lessons in 3D printing and design, using simplified software, to an overall total of over 500 students.

The opinions and observations of the staff were recorded before, during and after the adoption of the course and the lesson plans, together with the evident effect on the students inside and outside the classroom.

The study entitled “Makerspaces in Primary School Settings” was funded by the New South Wales Department of Education, as part of the AusIndustry Innovation Connections Grant — part of the National Innovation and Science Agenda — and Makers Empire, a 3D printing and training services provider based in Adelaide.

Analysis

According to a quantitative analysis of the terms discussed in the teachers’ feedback, 100% (31 out of 31) of the 3D printing and modelling lessons had high levels of student engagement. In addition, creativity (recorded with a frequency of 71% in the responses) and design thinking (recorded with a frequency of 64.5%) were the two best competences demonstrated by students during the study.

Moreover, “Some teachers reported how these changes went beyond their modules in the makerspace — for example, in the form of work units that were more research-based, problem-based and collaborative.”

A further, unforeseen result was an increase in confidence between teachers and technology, including the willingness on the part of some to introduce similar pedagogies through other lessons. “Several teachers declared that they were more collaborative, flexible and at ease with technology,” the authors state, adding: “Many teachers began to collaborate with students and, as a result, students came to see their teachers as models of lifelong learning.”

Recommendations for the future of 3D printing in schools

Following the results, a series of “future considerations” are made by the researchers, taking into account the feedback of the teachers’ focus group.

The points formulated in this summary invite schools to support both their students and their teachers with the time and qualifications needed to implement 3D printing and 3D design in lessons.

The researchers also state that further research is needed “to determine effective systems through which makerspace leadership skills can be developed and propagated within and between schools.”

Article from 3dprintingindustry.com of 30 October 2018.