예비 기술교사의 3D프린팅 활용능력 함양을 위한 체험활동과제 및 수업자료 개발

Abstract

This study aims to improve the ability of pre-service technology teachers to use 3D printing through an experiential learning activity. A three-step process was followed to achieve this goal: preparation, development, and improvement.
 During the preparation stage, preliminary skills and information needed to use 3D printers were identified and refined in a meeting with technology education experts. In addition, known problems in existing makerspaces were derived by analyzing their requirements and status. The need to develop an experiential learning activity to improve the 3D printing utilization ability of pre-service teachers was identified by analyzing technology teacher qualification standards, curriculums, and textbooks.
 During the development stage, the subject and content of the learning activity were determined using the requirement analysis obtained in the preparation stage. In particular, efforts were made to incorporate the required 3D-printing knowledge and skills identified in the preparation stage into this activity. The experiential activity task includes topics that enable individuals to learn the modeling and printing process during the three stages of 3D printing (modeling, printing, post-processing). The task can also be tailored, taking into account personal interests and ideas in real life. An 8-hour class was organized, which included two modeling practices. Then, teaching materials (teaching/learning guidance and class presentation materials), as well as learning materials (student activity sheets), were developed and evaluated by experts. As a result of the analysis of the questions in the multiple-choice questionnaire, it was determined that the content of the experiential activity task was suitable, with an average score of 4.50 or higher for all items. Based on other, more subjective evaluations, the experiential activity task and related data were revised and supplemented.
 During the improvement stage, a preliminary test was conducted with 46 undergraduate students of a technology education department. The test results were collected using a study satisfaction test sheet. For all items of this test, the average score was 4.20 or higher, which indicates a satisfactory level in all areas. After reflecting and expressing opinions, the experiential activity task was further modified and supplemented.
 This study yielded positive results in expert verification and preliminary testing with students, which reflects the proposed goal. The findings demonstrate the efficacy of the proposed revision and suggest that it can be valuable in enhancing the 3D printing skills of pre-service teachers as well as helping them design 3D printing classes to teach.