Exploring Dimensionality Together: Middle School Approaches to 3D Design

The high school information technology course is the basic course for cultivating talents in the information age. It is of great significance to study the cultivation of students' design thinking ability in the high school information technology course. As a new concept, method and strategy framework, design thinking conforms to the current world's training needs for innovative talents. Inventor as a popular 3D CAD software, with its unique 3d simulation design function is increasingly favored by primary and secondary schools. This paper introduces the status of and design thinking, expounds the teaching process based on design thinking, designs and develops the Inventor 3d modeling course framework for middle school students. Then carries out teaching practice in a middle school in Shanghai, and finally analyzes the learning effect of students through questionnaires.

The educational literature emphasizes the key role of analytical thinking (AT) and applied mathematical skills (AMS) in solving engineering prob-lems and calls to nurture these skills in school STEM education. This study proposes and explores a strategy for fostering AT and AMS among middle school students and prospective teachers through practice in digital design and 3D printing. The study involved 32 seventh grade students and five prospective teachers of technology. Both groups learned a 10-hour work-shop, “Make a spinning-top.” The participants designed spinning-tops that can fit into a Kinder Surprise egg and analysed their geometric and mechani-cal properties. We collected data from students’ worksheets, their designed artefacts, and in-class discussions. The results indicated that the assignment prompted the participants to apply AT and AMS. School students designed complex models, inquired into their geometry, and verified their designs through 3D printing. The worksheets were found to be an effective tool to frame and guide students’ thinking in the design tasks and the creation and testing of mathematical models. For the prospective teachers, the workshop, accompanied by lectures on the methodology of experiential learning, ena-bled to implement mathematical solutions in designs and develop instruc-tional units on the subject.

The Verizon Innovative Learning STEM Achievers Program increases middle school students' interest, motivation, and confidence in STEM, focusing on underrepresented communities. Incorporating hands-on learning, mentorship, and emerging technologies like augmented reality, 3D design, and robotics, the program fosters early exposure to STEM disciplines. This study analyzes pre- and post-survey data from 121 participants using paired t-tests to measure changes in interest and attitudes. Results show significant improvements in enjoyment of STEM concepts, motivation in STEM classes, and confidence in STEM abilities. The findings underscore the importance of early STEM exposure, mentorship, and belonging in engaging underrepresented populations, contributing to efforts to reduce disparities and promote long-term interest in STEM fields.

The new standards for school mathematics and science education refer to analytical thinking (AT) as the target skill necessary to logically and systematically solve complex problems by their decomposition. The standards also point to the applied mathematical skills (AMS) needed to understand ill-defined problems, collect and quantify relevant data, and construct and inquire mathematical models. This study explores the integration of learning activities in digital design and 3D printing as a strategy to foster analytical thinking and applied mathematical skills among middle school students and prospective teachers. The study involved 32 seventh grade students and five prospective teachers of technology. Both groups learned a 10-hour workshop, "Make a spinning-top." The participants designed spinning-tops that can fit into a Kinder Surprise egg and analyzed their geometric and mechanical properties. We evaluated students' worksheets, designed artifacts, and discussions. The results indicated that the assignment prompted the participants to apply AT and AMS. School students designed complex 3D models and analyzed their properties, using geometry concepts and theorems, and verified their designs through 3D printing. The worksheet was an effective tool to frame and guide the school students to think about specific problems in the design task and create and test mathematical models. For the prospective teachers, the workshop accompanied by lectures on the methodology of experiential learning was the way to acquire pedagogical content knowledge in the subject.

There is currently significant interest in 3D fabrication in middle school classrooms. At its best 3D printing can be utilized in authentic design projects that integrate math, science, and technology, which facilitate deep learning by students. In essence, students are able to tinker in a virtual world using 3D design software and then tinker in the real world using printed parts. We describe a professional development activity we designed to enable middle school teachers who had taken part in a three-year Math Science Partnership program to authentically integrate 3D printing into design-based lessons. We include some examples of successful design-based lesson plans.

The purpose of this study is to assess the motivational qualities of specific design elements in a three-dimensional (3D) virtual winter sports learning environment comprised of an Information House, Practice Area, and Exercise Area by considering two motivational models. The study employed causal comparative research methods. Participants included 150 fifth, sixth, and seventh grade middle school students. A motivation survey developed by the researchers served as the data collection tool; data were analyzed with descriptive and predictive methods. Data analysis revealed that the animations in the Practice Area of the 3D virtual environment drew the most attention when compared to the other design elements. Elements in the Exercise Area encouraged students to conduct more research, and elements in the Information House were efficient at increasing students' satisfaction. In addition, design elements such as animations, images, display boards, and videos helped students to learn individually and provided opportunities to practice within a 3D virtual environment.

Effects of self-directed learning behaviors on creative performance in design education context

Understanding self-directed learning behaviors in a computer-aided 3D design context