Developing a pre-engineering curriculum for 3D printing skills for high school technology education

Yu Hung Chien*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

36 Citations (Scopus)


This study developed an integrated-STEM CO 2 dragster design course using 3D printing technology. After developing a pre-engineering curriculum, we conducted a teaching experiment to assess students' differences in creativity, race forecast accuracy, and learning performance. We compared student performance in both 3D printing and manual creation of dragsters. One hundred and eighty-two participants in five classes of Grade 10 participated in this study. The results of the teaching experiment showed that students who used a 3D printer significantly outperformed those students who made their dragsters by hand in terms of both the novelty and sophistication of their dragsters. The students in the 3D printing group were able to forecast the outcomes of the race significantly more accurately than those in the group who made theirs by hand were. No significant difference in learning performance was found in the two groups. Based on these experimental results, the development of the curriculum and hands-on activities and the teaching recommendations were revised. This research has an impact on offering an effective approach to the design and implementation of digital manufacturing and pre-engineering curricula in the future.

Original languageEnglish
Pages (from-to)2941-2958
Number of pages18
JournalEurasia Journal of Mathematics, Science and Technology Education
Issue number7
Publication statusPublished - 2017


  • 3D printing technology
  • Dragster
  • Engineering education
  • Technology education

ASJC Scopus subject areas

  • Education
  • Applied Mathematics


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