Exploring the Potential of 3D-printing in Biological Education: A Review of the Literature
Exploring the Potential of 3D-printing in Biological Education: A Review of the Literature
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DOI：
10.1093/icb/icaa100
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发表时间：
2020-10-01
影响因子：
2.6
通讯作者：
Lent, David D.
中科院分区：
文献类型：
--
作者：
Hansen, Alexandria K.;Langdon, Taylor R.;Lent, David D.
当科学教育提供真实的经验，反映专业做法和方法，解决与学生的生活和社区有关的问题时，科学教育是最有效的。这种教育经验正变得越来越多的跨学科，并可以使用数字制造来增强。数字制造是设计物体的过程，目的是用3D打印机，激光切割机和计算机数控（CNC）机器制造。从历史上看，这些类型的工具非常昂贵，难以获得;然而，最近技术设计的进步伴随着价格的下降。在这篇评论中，我们首先建立了支持使用数字制造作为教学策略来提高学习的历史和理论基础。我们特别选择将注意力集中在3D打印上，因为这种类型的技术正变得越来越先进，负担得起，并且广泛使用。我们系统地回顾了过去20年来在生物教育中使用3D打印的文献，只发现了13篇试图调查学生学习益处的文章。虽然学生驱动的创作的教学价值得到了教育文献的有力支持，但在生物教育的背景下，对学生学习与使用或创建3D打印模型的关系做出广泛的声明是具有挑战性的。需要进行更多的研究，以系统地调查学生驱动的创作在生物学和工程或计算机科学教育的交叉点的影响。
Science education is most effective when it provides authentic experiences that reflect professional practices and approaches that address issues relevant to students' lives and communities. Such educational experiences are becoming increasingly interdisciplinary and can be enhanced using digital fabrication. Digital fabrication is the process of designing objects for the purpose of fabricating with machinery such as 3D-printers, laser cutters, and Computer Numerical Control (CNC) machines. Historically, these types of tools have been exceptionally costly and difficult to access; however, recent advancements in technological design have been accompanied by decreasing prices. In this review, we first establish the historical and theoretical foundations that support the use of digital fabrication as a pedagogical strategy to enhance learning. We specifically chose to focus attention on 3D-printing because this type of technology is becoming increasingly advanced, affordable, and widely available. We systematically reviewed the last 20 years of literature that characterized the use of 3D-printing in biological education, only finding a total of 13 articles that attempted to investigate the benefits for student learning. While the pedagogical value of student-driven creation is strongly supported by educational literature, it was challenging to make broad claims about student learning in relation to using or creating 3D-printed models in the context of biological education. Additional studies are needed to systematically investigate the impact of student-driven creation at the intersection of biology and engineering or computer science education.