A systematic review of 3D printing in chemistry education: analysis of earlier research and educational use through technological pedagogical content knowledge framework

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The focus of this systematic literature analysis is to provide a comprehensive review of earlier research on the utilisation of 3D printers in chemistry education. The objective is to offer research-based knowledge for developing chemistry education through following research questions: what kind of work has been done in the field of 3D printing in chemistry education; what kind of design strategies have been implemented; how 3D printing has been used in chemistry education research. The data consists of 47 peer-reviewed articles which were analysed via qualitative content analysis using a technological pedagogical content knowledge framework. Theoretical framework was selected because integrating 3D printing in chemistry education requires knowledge of chemistry, technology, and most importantly, pedagogy. Our research indicates that integrating 3D printing begins by analysing current challenges which are reasoned via pedagogical or technological content knowledge-based arguments. 3D printing was used for producing solutions (e.g. physical models) that support working with found challenges. In chemistry education research, 3D printing has mainly been used for printing research instruments; few studies have investigated its effect on learning or students’ perceptions towards it. There is a great need for comprehensive student-centred pedagogical models for the use of 3D printing in chemistry education.
Bidragets titel på inmatningsspråkSystemaattinen kirjallisuuskatsaus 3D-tulostuksesta kemian opetuksessa: aikaisemman tutkimuksen pedagogisen käytön analysointi TPACK-mallin avulla
Originalspråkengelska
TidskriftChemistry Teacher International
Antal sidor16
ISSN2569-3263
DOI
Status!!E-pub ahead of print - 2019
MoE-publikationstypA2 Granska artikel i en vetenskaplig tidskrift

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