The use of Tinkercad and 3D printing in interdisciplinary STEAM education: A focus on engineering design

Abstract

STE(A)M education (combining science, technology, engineering, art, and mathematics) has globally become a growing concern, being recognized as having the potential to prepare students for the challenges of the 21st century. However, the levels of integration of the involved disciplines, as well as their relevance, tend to vary. Engineering design (ED) is being used in educational contexts as an ideal STEAM content integrator to solve ill-structured real-world problems, using the practices of engineering as a problem-solving model. The present study aimed to understand how future elementary school teachers can solve an authentic problem that demands the construction of an artifact, using the ED process in the context of 3D printing, focusing on their performance, the perception of the role of the STEAM disciplines, and the potentials and challenges of computer-assisted design (CAD) and 3D printing. We conducted a qualitative exploratory study with 72 pre-service teachers of elementary education. The implementation was based on a didactical experience focused on solving an authentic problem through the ED process using Tinkercad and 3D printing. The research findings revealed that some of the participants did not follow the ED model exactly as it was presented, skipping or merging steps, but all were able to find a solution and reflect about how to improve it. The majority identified concepts associated with all of the STEAM subjects, although they found it easier to refer to mathematics and science topics. They valued the use of Tinkercad and 3D printing, which allowed them to easily build a virtual model and make it tangible, while also recognizing some challenges in the use of these technological resources. This study can contribute to the scarce literature about the interdisciplinary integration of 3D printing technology in STEAM education, promoting awareness of the overlaps in these disciplines and a more equitable disciplinary attention.