• What is new I learnt in this session?

In Session 5 I have a preliminary understanding of designing and thinking of 3D

technology. Design thinking can be implemented through engineering design process
by using various technologies like 3D printing in STEM education. 3D pen is one of
the tools in 3D technology it is easy for children to use and to do the model they
want.Students’ thinking can be improved through 3D technology used in teaching
which can help them to understand abstract conceptual model.And Thinkercad is a
platform for children to use space to create 3D model which is really useful and
helpful in their 3D learning process.

• What other research I have conducted and new ides I found?

Learning as Making: Using 3D computer-aided design to enhance the learning of
shape and space in STEM-integrated ways

• Can I introduce any additional tool that might be useful?

3D computer-aided design (CAD), thereby facilitating Science,
Technology,Engineering, and Mathematics (STEM) learning in mathematics
classrooms.

• Can I demonstrate that I am able to apply these concepts?

Castle project with 3D CAD The Castle Project was designed with a flipped classroom
approach, which consisted of two parts, namely, (a) a pre-class video watching and
(b) an in-class activity involving the designing of castles on paper and then with 3D
CAD. Before they came to class, the students were instructed to watch an 8-minute
video and to complete 10 multiple choice questions online to gauge their
understanding about the content of the video, which included features and functions
of different types of castle and three basic solid construction techniques, namely,
union, subtraction and intersection. The in-class teaching experiment was a double-
lesson that totalled 80 minutes. The teaching experiment began with a quick review
of some primitive solids, such as prisms, cones and spheres. The review was followed
by an in-class activity in which students were to design their castles freely with paper
and pencil. As the students were working on the designs on paper,the teacher invited
selected students to share their designs and articulate how their 2D castle designs
could be formed by different 2D shapes. All students were asked to consider what
their castles would look like in 3D. For instance, a rectangle (2D) on paper might
represent a prism, cuboid, or cylinder in the 3D space. The students were to specify
which 3D shape they meant to use in their castle designs.
In the second part of the lesson, the students worked on their designs individually on
their iPads and created 3D castles based on their initial 2D designs. Although the
students were allowed to simplify or alter their original designs, they were
encouraged to prepare their 3D castle models with 3D CAD as close to their original
designs as possible by utilising the three different solid construction skills learned
previously. In the last ten minutes of the lesson, selected students were invited to
share their castle designs and described the shapes and solids used in both 2D and
3D in a whole class discussion(Ng & Chan,2019).
• What these concepts mean for the school practices and STEM

educational research?
As a result of working on the project, students learned two generic STEM skills:
modeling and problem solving. As previously reported, the students' paper designs
were frequently more complex than could be depicted in 3D CAD by simple 3D
artifacts like prisms and pyramids. Prior to the design process, the students discovered
that in Maker Empire, there are three ways to create a 3D structure: add, subtract, and
intersect. These abilities were put to use by the students to solve problems relating to
the construction of more complex 3D structures. They were also comparing various
strategies and selecting the most efficient one to create a given 3D design during this
phase. Modeling, on the other hand, was used when the students couldn't find an exact
match between their 2D and 3D designs. Students displayed STEM learning strategies
such as “prioritizing parameters, trading them off against each other, and optimizing”
as well as “informed decision making, reporting on, and explaining design decisions”
while problem solving and modeling (Kelley & Knowles, 2016, p. 8).Therefore using
3D technology in STEM education can help students more engage in STEM project
and related knowledge learning.
Reference:
Ng, O. L., & Chan, T. (2019). Learning as Making: Using 3D computer ‐aided design
to enhance the learning of shape and space in STEM‐integrated ways. British Journal
of Educational Technology, 50(1), 294-308.
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for
integrated STEM education. International Journal of STEM
education, 3(1), 1-11.