Developing a Pre-engineering Curriculum for 3D Printing Skills for High School Technology Education
More details
Hide details
National Taiwan Normal Universitry
Yu-Hung Chien   

National Taiwan Normal Universitry, #162, Heping E. Rd., Sec 1, 106 Taipei, Taiwan
Online publish date: 2017-06-18
Publish date: 2017-06-18
EURASIA J. Math., Sci Tech. Ed 2017;13(7):2941–2958
Background This study developed an integrated-STEM CO2 dragster design course using 3D printing technology. Material and methods 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. Results 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. Conclusions 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.
Atman, C. J., Adams, R. S., Cardella, M. E., Turns, J., Mosborg, S., & Saleem, J. (2007). Engineering design processes: A comparison of students and expert practitioners. Journal of Engineering Education, 96(4), 359-379.
Besemer, S. P., & Treffinger, D. J. (1981). Analysis of creative products: Review and synthesis. Journal of Creative Behavior, 15, 158-178.
Chang, Y. S. (2002). A study on creativity of virtual Teams (Unpublished doctoral thesis). National Taiwan Normal University, Taipei, Taiwan. [in Chinese].
Corum, K., & Garofalo, J. (2015). Using digital fabrication to support student learning. 3D Printing and Additive Manufacturing, 1, 50-55.
Eisenberg, M. (2013). 3D printing for children: What to build next? International Journal of Child-Computer Interaction, 1(1), 7-13.
Executive Yuan (2014). Premier Chang: Plan national 3D printing industry policy actively with advanced thinking. Retrieved from [in Chinese].
Fan, S. C., & Yu, K. C. (2015). How an integrative STEM curriculum can benefit students in engineering design practices. International Journal of Technology and Design Education. Advance online publication. doi:10.1037/a0028240.
Hernandez, P. R., Bodin, R., Elliott, J. W., Ibrahim, B., Rambo-Hernandez, K. E., Chen, T. W., & de Miranda, M. A. (2014). Connecting the STEM dots: Measuring the effect of an integrated engineering design intervention. International Journal of Technology and Design Education, 24(1), 107-120.
International Technology Education Association. (2000). Standards for technological literacy: Content for the study of technology. Reston, VA: Author.
Kelley, T., & Kellam, N. (2009). A theoretical framework to guide the re-engineering of technology education. Journal of Technology Education, 20(2), 37-49.
Kendall, M. G., & Smith, B. B. (1939). The problem of m rankings. The Annals of Mathematical Statistics, 10(3), 275-287.
Kwon, H. (2016). Effect of middle school students’ motivation to learn technology on their attitudes toward engineering. Eurasia Journal of Mathematics, Science & Technology Education, 12(9), 2281-2294.
Lin, K. Y., Lee, L. S., Chang, L. T., & Tsai, L. C. (2009). A study of a curriculum of pre-engineering technology education in Taiwan. World Transactions on Engineering and Technology Education, 7(2), 186-191.
Lipson, H., & Kurman, M. (2013). Fabricated: The new world of 3D printing. New York, NY: John Wiley and Sons.
Moye, J. J., Dugger, J. W. E., & Starkweather, K. N. (2012). The status of technology and engineering education in the United States: A fourth report of the findings from the States (2011-12). Technology Engineering Teacher, 71(8), 25-31.
Nam, Y., Lee, S. J., & Paik, S. H. (2016). Curricula on first-year technical high school students’ attitudes toward science and perceptions of engineering. Eurasia Journal of Mathematics, Science & Technology Education, 12(7), 1881-1907.
National Academy for Educational Research. (2016). Curriculum guidelines of science and technology for 12-year compulsory education. Retrieved from [in Chinese].
New Hampshire Department of Education. (2008). Technology/engineering education curriculum guide. Retrieved from
Snyder, T. J., Andrews, M., & Weislogel, M.,…Graft, J. (2014). 3D systems’ technology overview and new applications in manufacturing, engineering, science, and education. 3D Printing and Additive Manufacturing, 2, 169-176.
Verner, I., & Merksamer, A. (2015). Digital design and 3D printing in technology teacher education. Procedia CIRP, 36, 182-186.
Zakaria, E., & Iksan, Z. (2007). Promoting cooperative learning in science and mathematics education: A Malaysian perspective. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 35-39.