A systematic review of 3D printing in chemistry education : analysis of earlier research and educational use through technological pedagogical content knowledge framework

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dc.contributor University of Helsinki, Teacher Education, Department of Chemistry en
dc.contributor University of Helsinki, Department of Chemistry en
dc.contributor.author Pernaa, Johannes
dc.contributor.author Wiedmer, Susanne
dc.date.accessioned 2021-02-25T13:20:01Z
dc.date.available 2021-02-25T13:20:01Z
dc.date.issued 2020
dc.identifier.citation Pernaa , J & Wiedmer , S 2020 , ' A systematic review of 3D printing in chemistry education : analysis of earlier research and educational use through technological pedagogical content knowledge framework ' , Chemistry Teacher International , vol. 2 , no. 2 . https://doi.org/10.1515/cti-2019-0005 en
dc.identifier.issn 2569-3263
dc.identifier.other PURE: 127266791
dc.identifier.other PURE UUID: 190f3865-f78b-47aa-89d1-973535cbe3e1
dc.identifier.other ORCID: /0000-0003-1735-5767/work/89579593
dc.identifier.other ORCID: /0000-0002-3097-6165/work/89580039
dc.identifier.uri http://hdl.handle.net/10138/327070
dc.description.abstract The focus of this systematic literature analysis is to provide a comprehensive review of earlier research on the utilisation of 3D printers in chemistry education. The objective is to offer research-based knowledge for developing chemistry education through following research questions: what kind of work has been done in the field of 3D printing in chemistry education; what kind of design strategies have been implemented; how 3D printing has been used in chemistry education research. The data consists of 47 peer-reviewed articles which were analysed via qualitative content analysis using a technological pedagogical content knowledge framework. Theoretical framework was selected because integrating 3D printing in chemistry education requires knowledge of chemistry, technology, and most importantly, pedagogy. Our research indicates that integrating 3D printing begins by analysing current challenges which are reasoned via pedagogical or technological content knowledge-based arguments. 3D printing was used for producing solutions (e.g. physical models) that support working with found challenges. In chemistry education research, 3D printing has mainly been used for printing research instruments; few studies have investigated its effect on learning or students’ perceptions towards it. There is a great need for comprehensive student-centred pedagogical models for the use of 3D printing in chemistry education. en
dc.format.extent 16
dc.language.iso eng
dc.relation.ispartof Chemistry Teacher International
dc.rights en
dc.subject 116 Chemical sciences en
dc.subject laboratory safety en
dc.subject 3D printing en
dc.subject technology en
dc.subject TPACK en
dc.subject education en
dc.title A systematic review of 3D printing in chemistry education : analysis of earlier research and educational use through technological pedagogical content knowledge framework en
dc.title.alternative Systemaattinen kirjallisuuskatsaus 3D-tulostuksesta kemian opetuksessa aikaisemman tutkimuksen pedagogisen käytön analysointi TPACK-mallin avulla en
dc.type Review Article
dc.identifier.doi https://doi.org/10.1515/cti-2019-0005
dc.type.uri info:eu-repo/semantics/other
dc.contributor.pbl
dc.contributor.pbl

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