Using 3D Printing as a Strategy for Including Different Student Learning Styles in the Classroom

Susana C. F. Fernandes, R. Simoes
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Abstract

This chapter aims to explore the contribution of 3D printing technologies as a collaborative resource in higher education teaching. It was conducted in the course “Physics of Materials,” in which the contribution of practical experience in the learning process was analyzed and the degree of interest, motivation, and understanding by students on academic content was assessed. Practical demonstrations with resources prepared by 3D printing can be a very motivational learning facilitator. To this end, the learning styles of students were determined through the Honey-Alonso learning styles questionnaire (CHAEA). A second questionnaire was used to obtain information about the motivational importance of 3D printing technology in teaching activities in the classroom. The authors concluded that 3D printing can positively help teachers to improve students' engagement and proactive behavior, as well as teaching environment, by including different methodological styles in the learning process, particularly in courses with a significant theoretical content.
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使用3D打印作为一种策略,包括不同的学生学习风格在课堂上
本章旨在探讨3D打印技术作为一种协作资源在高等教育教学中的贡献。这是在“材料物理学”课程中进行的,分析了实践经验在学习过程中的贡献,并评估了学生对学术内容的兴趣程度、动机和理解程度。实际演示与资源准备的3D打印可以是一个非常激励学习促进者。为此,通过Honey-Alonso学习风格问卷(CHAEA)来确定学生的学习风格。第二份问卷用于获取3D打印技术在课堂教学活动中的激励重要性的信息。作者得出结论,3D打印可以通过在学习过程中引入不同的方法风格,特别是在具有重要理论内容的课程中,积极帮助教师提高学生的参与度和主动性行为,以及教学环境。
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