Cross-cultural examination of 3D modelling and 3D printing in STEAM education: comparing results from teachers in Montenegro and Austria

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Autor(es): dc.contributorJohannes Kepler University-
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.contributorJerusalem College of Technology (JCT)-
Autor(es): dc.creatorUlbrich, Eva-
Autor(es): dc.creatorDa Cruz, Marjorie-
Autor(es): dc.creatorAnđić, Branko-
Autor(es): dc.creatorTejera, Mathias-
Autor(es): dc.creatorDana-Picard, Noah Thierry-
Autor(es): dc.creatorLavicza, Zsolt-
Data de aceite: dc.date.accessioned2025-08-21T15:57:51Z-
Data de disponibilização: dc.date.available2025-08-21T15:57:51Z-
Data de envio: dc.date.issued2025-04-29-
Data de envio: dc.date.issued2023-12-31-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.14324/LRE.22.1.12-
Fonte completa do material: dc.identifierhttps://hdl.handle.net/11449/304928-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/304928-
Descrição: dc.descriptionIntegrating 3D modelling and printing in STEAM education presents opportunities and challenges for teachers, particularly those in some European countries where its adoption in schools still needs to be improved. This article presents findings from a cross-cultural examination of 3D modelling and printing in STEAM education, showing results from teachers in Montenegro and Austria. The study aimed to gather insights into teachers’ perceptions of 3D modelling and printing, ideas for its implementation and the challenges teachers face. Data were collected through questionnaires, interviews and examples of 3D modelling and printing use. They were subsequently analysed to identify similarities and differences in the impressions and use of the technology. The findings indicate that teachers in both Montenegro and Austria expressed interest in using 3D modelling and printing for STEAM teaching purposes and saw potential for connecting to subjects, such as digital literacy. However, they also identified software-related challenges, time constraints and training and financial difficulties when adopting 3D modelling and printing. The slow adoption of 3D modelling and printing in schools suggests that teachers should be better supported in using this technology, considering external and internal influences such as teacher training, local culture and availability of technology. Furthermore, the study highlights the need for suitable measures for teacher training and ensuring access to technologies necessary for 3D modelling and printing.-
Descrição: dc.descriptionEuropean Commission-
Descrição: dc.descriptionErasmus+-
Descrição: dc.descriptionLinz School of Education Johannes Kepler University-
Descrição: dc.descriptionSão Paulo State University-
Descrição: dc.descriptionJerusalem College of Technology (JCT)-
Descrição: dc.descriptionSão Paulo State University-
Idioma: dc.languageen-
Relação: dc.relationLondon Review of Education-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subject3D modelling-
Palavras-chave: dc.subject3D printing-
Palavras-chave: dc.subjectdigital literacy-
Palavras-chave: dc.subjectpolicies-
Palavras-chave: dc.subjectSTEAM-
Palavras-chave: dc.subjectteacher training-
Título: dc.titleCross-cultural examination of 3D modelling and 3D printing in STEAM education: comparing results from teachers in Montenegro and Austria-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

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