J.M.Pearce (talk | contribs) (Created page with "{{MOST}} {{Pearce-pubs}} {{MOST-RepRap}} ==Source== * J.L. Irwin, D.E. Oppliger, J.M. Pearce, G. Anzalone, Evaluation of RepRap 3D Printer Workshops in K-12 STEM. ''122nd ASE...") |
Sophivorus (talk | contribs) m (Text replacement - "[[image:" to "[[Image:") |
||
| (15 intermediate revisions by 5 users not shown) | |||
| Line 1: | Line 1: | ||
[[Image:Deltateacherworkshop.jpg|thumb]] | |||
{{MOST}} | {{MOST}} | ||
{{Source data | |||
| type = Paper | |||
| cite-as = J.L. Irwin, D.E. Oppliger, J.M. Pearce, G. Anzalone, [http://www.asee.org/file_server/papers/attachment/file/0005/4988/asee_K-12_2015_finalpaper.pdf Evaluation of RepRap 3D Printer Workshops in K-12 STEM]. ''122nd ASEE 122nd ASEE Conf. Proceedings'', paper ID#12036, 2015. [https://www.academia.edu/13378869/Evaluation_of_RepRap_3D_Printer_Workshops_in_K-12_STEM open access] | |||
}} | |||
As facilitators of 3D printer workshops, the authors developed a survey to gage how the printers are actually being used and whether they support the Next Generation Science Standards[http://www.nextgenscience.org/next-generation-science-standards] (NGSS) requirements, especially in regard to engineering design. The survey response rate was 52% of 68 total participants with the majority conveying that 3D printers do facilitate student understanding of the engineering design process and that the workshops empowered them and their students to tackle projects previously perceived as beyond their skill level. Insufficient preparation for troubleshooting hardware and software issues was listed as the greatest barrier to fully realizing the technology’s potential in the classroom. Also highlighted was a lack of resources for development of | |||
As facilitators of 3D printer workshops, the authors developed a survey to gage how the | |||
printers are actually being used and whether they support the Next Generation Science | |||
Standards (NGSS) requirements, especially in regard to engineering design. The survey | |||
response rate was 52% of 68 total participants with the majority conveying that 3D | |||
printers do facilitate student understanding of the engineering design process and that the | |||
workshops empowered them and their students to tackle projects previously perceived as | |||
beyond their skill level. Insufficient preparation for troubleshooting hardware and | |||
software issues was listed as the greatest barrier to fully realizing the technology’s | |||
potential in the classroom. Also highlighted was a lack of resources for development of | |||
meaningful lesson plans using this nascent technology. | meaningful lesson plans using this nascent technology. | ||
==Keywords== | {{Pearce publications notice}} | ||
{{MOST-RepRap}} | |||
== Keywords == | |||
[[3-D printing]]; | [[3-D printing]]; | ||
[[Open-source hardware]]; | [[Open-source hardware]]; | ||
[[STEM | [[STEM]]; | ||
==See also== | == See also == | ||
* [[Bridging the Social and Environmental Dimensions of Global Sustainability in STEM Education with Additive Manufacturing]] | |||
* [[The Economics of Classroom 3-D Printing of Open-Source Digital Designs of Learning Aids]] | |||
* [[Open-source 3-D printing Technologies for Education: Bringing Additive Manufacturing to the Classroom]] | * [[Open-source 3-D printing Technologies for Education: Bringing Additive Manufacturing to the Classroom]] | ||
* [[Delta Build Overview:MOST]] | * [[Delta Build Overview:MOST]] | ||
| Line 31: | Line 31: | ||
* [[The RepRap 3-D Printer Revolution in STEM Education]] | * [[The RepRap 3-D Printer Revolution in STEM Education]] | ||
* [[Implementing Self-Replicating Rapid Prototypers (RepRaps) into a Mechanical/Manufacturing Program]] | * [[Implementing Self-Replicating Rapid Prototypers (RepRaps) into a Mechanical/Manufacturing Program]] | ||
{{Page data}} | |||
[[Category:3D printing]] | [[Category:3D printing]] | ||
[[Category:MOST completed projects and publications]] | [[Category:MOST completed projects and publications]] | ||
[[Category:Education]] | [[Category:Education]] | ||
Latest revision as of 19:10, 16 April 2024
As facilitators of 3D printer workshops, the authors developed a survey to gage how the printers are actually being used and whether they support the Next Generation Science Standards[1] (NGSS) requirements, especially in regard to engineering design. The survey response rate was 52% of 68 total participants with the majority conveying that 3D printers do facilitate student understanding of the engineering design process and that the workshops empowered them and their students to tackle projects previously perceived as beyond their skill level. Insufficient preparation for troubleshooting hardware and software issues was listed as the greatest barrier to fully realizing the technology’s potential in the classroom. Also highlighted was a lack of resources for development of meaningful lesson plans using this nascent technology.
Keywords[edit | edit source]
3-D printing; Open-source hardware; STEM;
See also[edit | edit source]
- Bridging the Social and Environmental Dimensions of Global Sustainability in STEM Education with Additive Manufacturing
- The Economics of Classroom 3-D Printing of Open-Source Digital Designs of Learning Aids
- Open-source 3-D printing Technologies for Education: Bringing Additive Manufacturing to the Classroom
- Delta Build Overview:MOST
- Category:MOST RepRap build
- Delta Build Workshop
- The RepRap 3-D Printer Revolution in STEM Education
- Implementing Self-Replicating Rapid Prototypers (RepRaps) into a Mechanical/Manufacturing Program