Metaphorical evolution: A longitudinal study of secondary school teachers’ concepts of 3D modelling and printing in education

Abstract

AbstractResearch into teachers’ concepts and changes over time in digital technologies is crucial for gaining insights into the factors that shape teachers’ concepts of technologies and influence their use in the classroom. Numerous studies have indicated that the use of 3D modelling and printing (3DMP) contributes to the modernization of teaching and the achievement of student learning outcomes. Using a three-wave longitudinal study with the application of conceptual metaphors as a theoretical background, this study tracks teachers’ concepts of 3DMP after training, three months, and after one year of teaching experience and provides insight into this area. The data for the study was collected from 74 secondary teachers and processed using a mixed-methods research approach. The findings show that as teachers gain experience, their views on using 3DMP in education evolve. The results include a shift in their perception of digital reliance, the pedagogical benefits, the potential for creative expression, and the sensitivity of 3D printing. The findings of our study suggest that teachers need continuous technical support at the beginning of their use of 3DMP in the classroom, so that the application of this technology can successfully contribute to the development of student creativity and knowledge. This research emphasizes the need for comprehensive ongoing support and targeted training to enable teachers to effectively integrate 3DMP into educational practices, while fostering creativity and addressing technical complexities. Furthermore, this research sheds light on teachers’ views of 3DMP and has implications for developments in teacher training and courses, the 3DMP platform, software development, education policy, and the 3DMP industry.