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<p>Tangible teaching aids can provide a valuable supplement to traditional textbook-based learning of fundamental STEM concepts. 3D-printed templates detailing the construction of simple parallel and series circuits were incorporated into the lesson plans for 6th-grade introductory physics. Aiming to introduce the concepts of junction and loop rules that govern current and voltage, these templates outlined instructions for wiring two light bulbs and a battery. Students would construct circuits with alligator clips, battery holders, batteries, and small LED bulbs, and observe how parallel and series configurations affected the brightness and power of the bulbs. Before performing the activity, students (n = 91) completed a Pre-Quiz on basic circuitry principles and a Post-Quiz following the activity to assess a difference in learning. From the significant increase in correct answers on Post-Quiz responses, the 3D printed module was deemed an effective tool to promote student-driven experimentation, encouraging further exploration of innovative teaching methodologies that leverage additive manufacturing and prototyping machinery to design and tailor classroom tools.</p>

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Tangible 3D-printed educational aids: enhancing conceptual understanding of circuit construction fundamentals

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月1日

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  • Yuwei Chen,
  • Nat Ku,
  • Bonnie Lin,
  • Jonathan Sun,
  • Andrew Wang,
  • Jin Kim Montclare

摘要

Tangible teaching aids can provide a valuable supplement to traditional textbook-based learning of fundamental STEM concepts. 3D-printed templates detailing the construction of simple parallel and series circuits were incorporated into the lesson plans for 6th-grade introductory physics. Aiming to introduce the concepts of junction and loop rules that govern current and voltage, these templates outlined instructions for wiring two light bulbs and a battery. Students would construct circuits with alligator clips, battery holders, batteries, and small LED bulbs, and observe how parallel and series configurations affected the brightness and power of the bulbs. Before performing the activity, students (n = 91) completed a Pre-Quiz on basic circuitry principles and a Post-Quiz following the activity to assess a difference in learning. From the significant increase in correct answers on Post-Quiz responses, the 3D printed module was deemed an effective tool to promote student-driven experimentation, encouraging further exploration of innovative teaching methodologies that leverage additive manufacturing and prototyping machinery to design and tailor classroom tools.