Shaping learning in 3D
Approaching STEM in science education
DOI:
https://doi.org/10.32674/sdn45214Keywords:
3D printing, active learning, learning inquiry-based, science education, STEM educationAbstract
This study examines the integration of 3D printing in science education through a qualitative review of ten studies published between 2015 and 2025. The analysis identifies key educational, pedagogical, and technological components supporting curricular integration in basic education. Findings reveal three convergent patterns: strong grounding in constructivist and maker-centered pedagogies; consistent short-term gains in conceptual understanding, spatial reasoning, modeling, and transversal competencies; and limited evidence regarding long-term transferability, scalability, and equity impact. Across cases, 3D printing functions as a cognitive mediator that enables students to embody abstract concepts through iterative design and physical artifacts. Effective implementation depends on structured instructional sequences, teacher mediation, curricular alignment, and sustainable institutional support. Overall, 3D printing emerges as a powerful pedagogical resource that enhances knowledge construction, student motivation, and the acquisition of twenty-first-century competencies.
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