Engaging students in using 3D printing technology to enhance cognitive structures and thought processes relevant to engineering design

We investigated the thought processes and cognitive structures of senior high-school students and first-year engineering college students with respect to 3D printing-based robotic insect design. First, we conducted a teaching experiment, followed by in-depth interviews, flow-maps and meta-listening activities, to assess the students’ thought processes and cognitive structures with respect to engineering design. This paper presents and discusses the results of this study and the findings can serve as a reference for the future design, development and implementation of related curricula.