Exploring the influence of teachers' beliefs and 3D printing integrated STEM instruction on students’ STEM motivation

Abstract

As an emerging technology in K-12 education, 3D printing has gained much attention from educators and researchers. However, meaningful 3D printing integration in K-12 curricula is still scarce, and little is known about how teachers' beliefs and the integration in science classrooms may influence student motivation. This study examined the influence of teachers' beliefs and 3D printing integration in science classrooms on students' science, technology, engineering, and mathematics (STEM) motivation, which is essential for students' academic experiences and future careers. Study sample included 26 teachers across 6 states in the U.S. and 1,501 students who engaged with STEM learning using 3D printing in the context of paleontology. Teachers' lesson plans were analyzed to examine 3D printing and STEM integration levels. Teachers' beliefs and students' STEM motivation were assessed with previously validated scales. Multilevel modeling analyses indicated that while teachers' beliefs and 3D printing integration levels were non-significant predictors, teachers' STEM integration levels positively predicted students’ math motivation. Interaction effects were observed between student variables (student gender and pretest scores) and teacher variables (teacher beliefs and 3D printing integration). This study provides implications for both 3D printing integration practice and future research.