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Using the Technological Pedagogical Content Knowledge (TPACK) framework, the study investigated student perceptions after completing hands-on 3D printing of physical models in two Biology courses: Anatomy and Physiology, and Molecular Biology. Pre- and post-project surveys were collected, along with demographic data by race and sex. Results showed increased confidence and strongly positive attitudes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/building-confidence-engaging-students-through-3d-printing-in-biology-courses/595037/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/building-confidence-engaging-students-through-3d-printing-in-biology-courses/595037.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study use the TPACK framework?","Question",{"text":112,"@type":113},"It applies TPACK to examine how pedagogy, technology, content, and their interactions affect student perceptions after completing 3D printing projects.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which two biology courses were included?",{"text":117,"@type":113},"The study was conducted in an Anatomy and Physiology course and a Molecular Biology course.",{"name":119,"@type":110,"acceptedAnswer":120},"What changes did students report after the 3D printing project?",{"text":121,"@type":113},"Students reported increased confidence with 3D printing technology after completing their projects, along with overwhelmingly positive attitudes toward the experience.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595037,1792192556,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Building Confidence: Engaging Students Through 3D Printing in Biology Courses  \nCourtney Guenther, PhD1, Matthew Hayes, PhD2, Andrew Davis, MFA3, and Matthew Stern, PhD4  \n1Assistant Professor, Department of Biology, Winthrop University, Rock Hill, SC 29733 2Professor, Department of Psychology, Winthrop University, Rock Hill, SC 29733 3Instructor, Department of Fine Arts, Winthrop University, Rock Hill, SC 29733 4Associate Professor, Department of Biology, Winthrop University, Rock Hill, SC 29733  \nAbstract  \n3D printing is a widely used technology in a number of STEM fields and can be incorporated into undergraduate education in order to engage students in active learning. Using the Technological Pedagogical Content Knowledge (TPACK) framework, this study examined student perceptions of completing 3D printing of a physical model in two different Biology courses, Anatomy and Physiology and Molecular Biology. Students completed surveys before and after engaging in a semester-long 3D printing project. Demographic information was also collected in order to assess student perceptions based on race and sex. Students reported increased confidence with 3D printing technology after completing their projects, and this effect occurred similarly across race and sex. Student attitudes towards their 3D printing experience were overwhelmingly positive, with general interest and excitement being the most common themes. These results suggest that 3D printing projects can be successfully implemented in undergraduate coursesand generate positive student outcomes. Engaging women and underrepresented minority students with 3D printing technology may have significant implications for retention of these students in STEM programs.  \n Keywords: undergraduate, 3D printing, models, anatomy and physiology, molecular biology   \nIntroduction  \nThe goals of Vision and Change in Undergraduate Education include ensuring that undergraduate Biology courses are “active, outcome-oriented, inquiry-driven, and relevant”(AAAS, 2009) . The use of active learning strategies has been shown to improve student learning and exam performance and reduce failure rates (Freeman et al., 2014) . 3D printing is an active learning tool that is increasingly being utilized in both K-12 and higher education, where it has been applied across disciplines ranging from STEM to the arts and humanities (van Epps et al., 2015) . There is rapid growth in careers related to 3D printing and a demand for skills in this field, which can be introduced in undergraduate curricula (Pernaa & Wiedmer, 2019) . For biology and pre-health students, applications of 3D printing, including scientific research, biomedical engineering, medical device design, industrial manufacturing, and personalized medicine, are closely related to many of the existing and emerging careers that they intend to pursue (Bhatt & Szalinski, 2013) .  \nThe pedagogical rationale for this study is grounded in using modeling and simulations as outlined in the AAAS Vision and Change Core Competencies and Disciplinary Practice (AAAS, 2009),“Drawing-to-learn” with the use of technology (3D printing) to develop the drawing (Cromley, 2020), and  \nthe Technological Pedagogical Content Knowledge (TPACK) framework, which has been used extensively to assess the incorporation of technology into pedagogy (Pernaa & Wiedmer, 2019) . While TPACK is widely used, its application to studies on 3D printing is not well established. To address this gap in knowledge, we examined student perceptions after actively engaging in 3D printing of a physical model. Our design allowed for evaluation of “pedagogy, technology, content, and their interaction at the same time”(Pernaa & Wiedmer, 2019) . Our goal was to introduce students to 3D printing technology through instructor-guided inquiry, so that the students could print an object of their choosing based on a publicly available template. They then utilized their 3D model during class presentations in order t","cbCairxyj9Op5gCW","https://ap.wps.com/l/cbCairxyj9Op5gCW","pdf",504325,"English","# Abstract\n# Introduction\n# 3D Printing in Anatomy and Physiology","[{\"question\":\"How does the study use the TPACK framework?\",\"answer\":\"It applies TPACK to examine how pedagogy, technology, content, and their interactions affect student perceptions after completing 3D printing projects.\"},{\"question\":\"Which two biology courses were included?\",\"answer\":\"The study was conducted in an Anatomy and Physiology course and a Molecular Biology course.\"},{\"question\":\"What changes did students report after the 3D printing project?\",\"answer\":\"Students reported increased confidence with 3D printing technology after completing their projects, along with overwhelmingly positive attitudes toward the experience.\"}]","Building Confidence - Engaging Students Through 3D Printing in Biology Courses | PDF",1792080312,48]