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Participants included 148 students and seven teachers from two UAE elementary schools. Using a technological, pedagogical, and content knowledge framework, quantitative and qualitative tools were applied. 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(2023) . Exploring the impact of 3D printing integration on STEM attitudesin elementary schools. Contemporary Educational Technology, 15(4), ep458. [https://doi.org/10.30935/cedtech/13568](https://doi.org/10.30935/cedtech/13568)  \nARTICLE INFO ABSTRACT  \n\n| Received: 16 Apr 2023\u003Cbr>Accepted: 16 Jul 2023 | This study explored how students and teachers perceived the interdisciplinary integration of 3D printing technology in teaching and learning within the United Arab Emirates (UAE) elementary schools and its relation to students’ attitudes toward STEM careers. The study participants were 148 students and seven teachers from two elementary schools in the UAE. Technological, pedagogical, and content knowledge framework was used to guide the planning and integration of 3D printing into teaching and learning. Both quantitative and qualitative data collection tools were used to collect data from students and teachers. The data collection tools included a student’s survey, teachers’ interviews, and students’ focus group interviews. The study’s findings confirmed those of existing literature, which stressed the positive perceptions of students and teachers regarding the interdisciplinary integration of 3D printing technology in teaching and learning. Furthermore, students’ perception was positively correlated with students’ attitudes toward STEM careers. However, the study found that teachers were more likely to implement 3D printing in their classrooms when they receive proper training on the pedagogical and technical aspects of 3D printing, and hence addressing the possible challenges of integrating this technology in teaching and learning.\u003Cbr>Keywords: 3D printing, STEM, interdisciplinary integration, teacher’s perception, student’s perception |\n| --- | --- |\n| INTRODUCTION |  |\n\nThree-dimensional printers (3D printers) are used in healthcare, architecture, robotics, manufacturing, education, etc. (Jandyal et al., 2022) . The education sector has long benefited from 3D printing. Using 3D printers, students design objects online and then print them as 3D models (Kaur, 2012) . This approach, known as rapid prototyping, assists students in understanding the concept development process (Ford & Minshall, 2019) . This process provides students ways to experiment and gain valuable experience through trial and error. Additionally, it enables them to practice problem-solving, as they identify design flaws prior to attempting further modifications. In addition, 3D printing helps students visualize abstract concepts such as mathematical equations and scientific concepts (Medina Herrera et al., 2019; Weisberg & Newcombe, 2017) .  \n3D printing enables students to develop a genuine connection to the topic by physically manipulating preprinted instructional aids or creating their own tools (Cheng et al., 2020) . This hands-on component of 3D printing increases students’ engagement and participation, especially K-12 students (Yuen, 2020) . Therefore, integrating 3D printing in the classroom can promote learning, foster skill development, and boost student  \ninvolvement. 3D project-based activities give teachers the ability to teach lessons with a creative twist while assessing student understanding at the same time (Lin et al., 2018) .  \nAn effective method to integrate 3D printing in the classroom is through interdisciplinary teaching. This approach enables students to utilize their ","cbCaiv9DKIuEoFKr","https://ap.wps.com/l/cbCaiv9DKIuEoFKr","pdf",414344,"English","# Abstract\n# Introduction\n## Background and educational value of 3D printing\n## Interdisciplinary integration and STEM engagement\n## Research gap and challenges in UAE elementary schools","[{\"question\":\"What was the focus of the study?\",\"answer\":\"The study examined perceptions of interdisciplinary 3D printing integration in UAE elementary schools and how those perceptions relate to students’ attitudes toward STEM careers.\"},{\"question\":\"Who participated in the research?\",\"answer\":\"The participants were 148 students and seven teachers from two elementary schools in the UAE.\"},{\"question\":\"What key factor influenced teachers’ classroom implementation of 3D printing?\",\"answer\":\"Teachers were more likely to implement 3D printing when they received proper training in the pedagogical and technical aspects of the technology.\"}]","Exploring the impact of 3D printing integration on STEM attitudes in elementary schools | PDF",1792090447,48]