3D Printing in the Wild: Adopting Digital Fabrication in Elementary School Education.
In recent years, digital fabrication, and especially its associated activities of 3D design and printing, have taken root in school education as curriculum‐based and maker‐oriented learning activities. This article explores the adoption of 3D design and printing for learning by fourth, fifth and six...
| Publicado en: | International Journal of Art & Design Education Vol. 39; no. 3; pp. 600 - 616 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Wiley-Blackwell
Aug2020
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=144949980&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 144949980 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: Aug2020 vid: 39 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 144949980 10.1111/jade.12310 ppf: 600 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 612KB tig: atl: 3D Printing in the Wild: Adopting Digital Fabrication in Elementary School Education. aug: au: Leinonen, Teemu Virnes, Marjo Hietala, Iida Brinck, Jaana su: Rapid prototyping Learning modules Three-dimensional printing Teaching aids Design education School children Elementary education sug: subj: Rapid prototyping Learning modules Three-dimensional printing Teaching aids Design education School children Elementary education keyword: 3D printing design digital fabrication elementary education making multidisciplinary learning ab: In recent years, digital fabrication, and especially its associated activities of 3D design and printing, have taken root in school education as curriculum‐based and maker‐oriented learning activities. This article explores the adoption of 3D design and printing for learning by fourth, fifth and sixth grade children (n=64) in multidisciplinary learning modules in elementary school education. School‐coordinated 3D projects were not led by design experts, such as art and design teachers, designers, researchers or technical specialists, but run 'in the wild' by school teachers. The study was conducted by using an ethnographic research design, including field observations, non‐formal interviews and a reflective questionnaire. The results indicate that, in the adoption of 3D printing activities, learning is centred on the technical skills and the usage of 3D tools. Hence, the elementary ABCs of 3D printing do not achieve the full design and creativity potential of digital fabrication that earlier research has suggested. However, the results do have implications for the potential of 3D printing projects to increase children's empowerment. In their current state, 3D design and printing are some of the learning tools, among others, and similar achievements can be achieved with other hands‐on learning technologies. In order to enhance the learning of creativity and design thinking skills, 3D activities in school should be planned accordingly. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
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