A systematic review of 3D printing in chemistry education – analysis of earlier research and educational use through technological pedagogical content knowledge framework
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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化学教育中 3D 打印的系统回顾——通过技术教学内容知识框架分析早期研究和教育应用
DOI：
10.1515/cti-2019-0005
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
S. Wiedmer
中科院分区：
文献类型：
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作者：
Johannes Pernaa;S. Wiedmer
这个系统的文献分析的重点是提供一个全面的审查早期的研究利用3D打印机在化学教育。其目的是通过以下研究问题为发展化学教育提供基于研究的知识：在化学教育中的3D打印领域已经做了什么样的工作;已经实施了什么样的设计策略; 3D打印如何用于化学教育研究。数据包括47篇同行评议的文章，通过定性内容分析，使用技术教学内容知识框架进行了分析。之所以选择理论框架，是因为将3D打印整合到化学教育中需要化学，技术，最重要的是教育学的知识。我们的研究表明，整合3D打印首先要分析当前的挑战，这些挑战是通过教学或技术内容知识为基础的论点来推理的。3D打印用于生产解决方案（例如物理模型），以支持与发现的挑战一起工作。在化学教育研究中，3D打印主要用于打印研究仪器;很少有研究调查其对学习的影响或学生对它的看法。在化学教育中使用3D打印时，非常需要以学生为中心的综合教学模型。
Abstract 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.