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3D Printing Integration in K-12 Science Classrooms: The Relationship with Students' STEM Motivation, 21st Century Skills, and Interest in STEM Careers
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | 3D Printing Integration in K-12 Science Classrooms: The Relationship with Students' STEM Motivation, 21st Century Skills, and Interest in STEM Careers. |
| 개인저자 | Cheng, Li. |
| 단체저자명 | University of Florida. Curriculum and Instruction (ISC). |
| 발행사항 | [S.l.]: University of Florida., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 253 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-06A. Dissertation Abstract International |
| ISBN | 9781392878378 |
| 학위논문주기 | Thesis (Ph.D.)--University of Florida, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
Advisor: Ritzhaupt, Albert D. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | 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 influence 3D printing integration and how the integration may influence students' learning outcomes. This study examined the relationship between teachers' beliefs, 3D printing integration, and students' STEM motivation, 21st century skills, and interest in STEM careers, which are essential for students to participate in STEM disciplines and future STEM careers. This study included 26 teachers across 6 states in the U.S. and their 1,501 students, who participated in the iDigFossils project. Teachers' lesson plans were analyzed to examine the 3D printing and STEM integration levels. Data on teachers' beliefs and students' STEM motivation, 21st century skills, and interest in STEM careers were collected using scales adapted from previously validated surveys. This study conducted correlational and multilevel modeling analyses to examine the relationships between these variables.Results indicated that teacher beliefs and 3D printing integration were generally not correlated except for a negative relationship between teachers' self-efficacy in pedagogical content knowledge and STEM integration level. Teachers perceived 3D printing integration as beneficial for students, but they encountered a few challenges including logistic and technical issues, lack of time and resources, insufficient ability to use 3D printers and connect 3D printing with curricula, and difficulty in teaching students with individual differences. Furthermore, teachers' STEM integration levels were a positive predictor of students' math motivation. Teachers' 3D printing integration levels were not significant for any student outcome variables. Teachers' value beliefs including interest in and perceived importance of 3D printing integration were not significant, however, teachers' perceived usefulness of 3D printing was a negative predictor of students' 21st century skills. Finally, interesting interaction effects were observed between student variables (student gender and pretest scores) and teacher variables (teacher beliefs and 3D printing integration). Future research may employ experimental design to examine the effects of different 3D printing and STEM integration levels on students' learning outcomes, and how different levels may influence students with individual differences. |
| 일반주제명 | Educational technology. Science education. Teacher education. |
| 언어 | 영어 |
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: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
