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ABSTRACT

This study explored how students and teachers perceived the interdisciplinary integration of 3D printing technology in teaching and learning within the United Arab Emirates (UAE) elementary schools and its relation to students’ attitudes toward STEM careers. The study participants were 148 students and seven teachers from two elementary schools in the UAE. Technological, pedagogical, and content knowledge framework was used to guide the planning and integration of 3D printing into teaching and learning. Both quantitative and qualitative data collection tools were used to collect data from students and teachers. The data collection tools included a student’s survey, teachers’ interviews, and students’ focus group interviews. The study’s findings confirmed those of existing literature, which stressed the positive perceptions of students and teachers regarding the interdisciplinary integration of 3D printing technology in teaching and learning. Furthermore, students’ perception was positively correlated with students’ attitudes toward STEM careers. However, the study found that teachers were more likely to implement 3D printing in their classrooms when they receive proper training on the pedagogical and technical aspects of 3D printing, and hence addressing the possible challenges of integrating this technology in teaching and learning.

Keywords: 3D printing, STEM, interdisciplinary integration, teacher’s perception, student’s perception