The Different Learning Outcomes of High School and College Students on a 3D-Printing STEAM Engineering Design Curriculum

Yu-Hung Chien, Po Ying Chu

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

To enable high school students, especially those interested in art and design-related careers, to improve their ability to integrate knowledge of science, technology, engineering, and mathematics (STEM) in their creative design practices and to be familiar with auto manufacturing, the development of a bridging curriculum, known as STEAM (science, technology, engineering, arts, and mathematics) using digital tools such as 3D printers, has been increasingly recognized as emergent and vital. As a bridging curriculum, it is essential to examine the curriculum with respect to high school and college students to highlight the differences in their knowledge and skills for improving curriculum development. Hence, we conducted a teaching experiment using a CO2-car engineering design curriculum in this study to analyze the learning outcomes of four groups of students (three 3D-printing groups: 108 high school students, 12 design college students, and 12 engineering college students; one handmade group: 36 high school students) to assess their competencies. The results of the present study highlight significant differences in creativity, forecast accuracy, race outcomes, and learning outcomes. Suggestions based on the results were generated to improve the curriculum. The findings in this study serve as a reference for the future design, development, and implementation of STEAM curricula.

Original languageEnglish
Pages (from-to)1047-1064
Number of pages18
JournalInternational Journal of Science and Mathematics Education
Volume16
Issue number6
DOIs
Publication statusPublished - 2018 Aug 1

Fingerprint

Engineering Design
mathematics
art
engineering
Engineering
curriculum
science
school
learning
student
printer
Group
curriculum development
Learning
Curriculum
Art
creativity
Forecast
manufacturing
Manufacturing

Keywords

  • 3D printing
  • Curriculum
  • Engineering
  • Industrial design
  • STEAM
  • STEM

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

Cite this

@article{5335237b0f1e410ab91b828162889ba2,
title = "The Different Learning Outcomes of High School and College Students on a 3D-Printing STEAM Engineering Design Curriculum",
abstract = "To enable high school students, especially those interested in art and design-related careers, to improve their ability to integrate knowledge of science, technology, engineering, and mathematics (STEM) in their creative design practices and to be familiar with auto manufacturing, the development of a bridging curriculum, known as STEAM (science, technology, engineering, arts, and mathematics) using digital tools such as 3D printers, has been increasingly recognized as emergent and vital. As a bridging curriculum, it is essential to examine the curriculum with respect to high school and college students to highlight the differences in their knowledge and skills for improving curriculum development. Hence, we conducted a teaching experiment using a CO2-car engineering design curriculum in this study to analyze the learning outcomes of four groups of students (three 3D-printing groups: 108 high school students, 12 design college students, and 12 engineering college students; one handmade group: 36 high school students) to assess their competencies. The results of the present study highlight significant differences in creativity, forecast accuracy, race outcomes, and learning outcomes. Suggestions based on the results were generated to improve the curriculum. The findings in this study serve as a reference for the future design, development, and implementation of STEAM curricula.",
keywords = "3D printing, Curriculum, Engineering, Industrial design, STEAM, STEM",
author = "Yu-Hung Chien and Chu, {Po Ying}",
year = "2018",
month = "8",
day = "1",
doi = "10.1007/s10763-017-9832-4",
language = "English",
volume = "16",
pages = "1047--1064",
journal = "International Journal of Science and Mathematics Education",
issn = "1571-0068",
publisher = "Springer Netherlands",
number = "6",

}

TY - JOUR

T1 - The Different Learning Outcomes of High School and College Students on a 3D-Printing STEAM Engineering Design Curriculum

AU - Chien, Yu-Hung

AU - Chu, Po Ying

PY - 2018/8/1

Y1 - 2018/8/1

N2 - To enable high school students, especially those interested in art and design-related careers, to improve their ability to integrate knowledge of science, technology, engineering, and mathematics (STEM) in their creative design practices and to be familiar with auto manufacturing, the development of a bridging curriculum, known as STEAM (science, technology, engineering, arts, and mathematics) using digital tools such as 3D printers, has been increasingly recognized as emergent and vital. As a bridging curriculum, it is essential to examine the curriculum with respect to high school and college students to highlight the differences in their knowledge and skills for improving curriculum development. Hence, we conducted a teaching experiment using a CO2-car engineering design curriculum in this study to analyze the learning outcomes of four groups of students (three 3D-printing groups: 108 high school students, 12 design college students, and 12 engineering college students; one handmade group: 36 high school students) to assess their competencies. The results of the present study highlight significant differences in creativity, forecast accuracy, race outcomes, and learning outcomes. Suggestions based on the results were generated to improve the curriculum. The findings in this study serve as a reference for the future design, development, and implementation of STEAM curricula.

AB - To enable high school students, especially those interested in art and design-related careers, to improve their ability to integrate knowledge of science, technology, engineering, and mathematics (STEM) in their creative design practices and to be familiar with auto manufacturing, the development of a bridging curriculum, known as STEAM (science, technology, engineering, arts, and mathematics) using digital tools such as 3D printers, has been increasingly recognized as emergent and vital. As a bridging curriculum, it is essential to examine the curriculum with respect to high school and college students to highlight the differences in their knowledge and skills for improving curriculum development. Hence, we conducted a teaching experiment using a CO2-car engineering design curriculum in this study to analyze the learning outcomes of four groups of students (three 3D-printing groups: 108 high school students, 12 design college students, and 12 engineering college students; one handmade group: 36 high school students) to assess their competencies. The results of the present study highlight significant differences in creativity, forecast accuracy, race outcomes, and learning outcomes. Suggestions based on the results were generated to improve the curriculum. The findings in this study serve as a reference for the future design, development, and implementation of STEAM curricula.

KW - 3D printing

KW - Curriculum

KW - Engineering

KW - Industrial design

KW - STEAM

KW - STEM

UR - http://www.scopus.com/inward/record.url?scp=85021885496&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85021885496&partnerID=8YFLogxK

U2 - 10.1007/s10763-017-9832-4

DO - 10.1007/s10763-017-9832-4

M3 - Article

VL - 16

SP - 1047

EP - 1064

JO - International Journal of Science and Mathematics Education

JF - International Journal of Science and Mathematics Education

SN - 1571-0068

IS - 6

ER -