The use of 3D printers in education from the perspective of social sciences teachers
Yazarlar (1)
Doç. Dr. Tuğra KARADEMİR COŞKUN Sinop Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale) | ||
| Dergi Adı | |||
| Makale Dili | – | Basım Tarihi | 01-2023 |
| Makale Linki | https://acikerisim.sinop.edu.tr/items/cedfa476-1eda-404e-975a-13dae527f475 | ||
| UAK Araştırma Alanları |
Bilgisayar ve Öğretim Teknolojileri Eğitimi
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| Özet |
| The he use of 3D printing technology offers students important opportunities in the development of 21st century skills. Encouraging studies on the use of this technology in social studies education have started to increase in recent years. In this context, this study aimed to determine teachers' views on the use of 3D printing technology in social studies education. The study was conducted using phenomenology design, one of the qualitative research methods. The study group consisted of 18 social studies teachers. Data were collected through semi-structured interview forms. The data obtained from this form were subjected to qualitative coding and in vivo coding in the first stage and axial coding in the second stage. As a result of axial coding, the data were interpreted in four categories of 3D printer use in social studies education: Strengths, weaknesses, threats and opportunities. As a result of the research, it was seen that social studies teachers reported the weaknesses of using 3D printers in education mostly in categories such as costly printing, time-consuming, subject limitation, and insufficient class time. Regarding the threatening factors, teachers gave opinions in categories such as costly printing, disrupting equality of opportunity in education, insufficient technological equipment in schools, and insufficient class time. On the other hand, teachers' opinions on the strengths and opportunities of using 3D printing technology in education were mostly found in the categories of creating permanent learning, increasing attention and motivation, facilitating and concretizing learning. |
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