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3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N?=?42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goal was to explore how collaborative 3D printing inquiry-based learning experiences affected preservice teachers’ science teaching self-efficacy beliefs, anxiety toward teaching science, interest in science, perceived competence in K-3 technology and engineering science standards, and science content knowledge. The 3D printing project intervention significantly decreased participants’ science teaching anxiety and improved their science teaching efficacy, science interest, and perceived competence in K-3 technological and engineering design science standards. Moreover, an analysis of students’ project reflections and boat designs provided an insight into their collaborative 3D modeling design experiences. The study makes a contribution to the scarce body of knowledge on how teacher preparation programs can utilize 3D printing technology as a means of preparing prospective teachers to implement the recently adopted engineering and technology standards in K-12 science education. 相似文献
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Jeffrey J. Martin Nate McCaughtry Sara Flory Anne Murphy Kimberlydawn Wisdom 《Research quarterly for exercise and sport》2013,84(2):247-255
Abstract Few researchers have used social cognitive theory and environment-based constructs to predict physical activity (PA) and fitness in underserved middle-school children. Hence, we evaluated social cognitive variables and perceptions of the school environment to predict PA and fitness in middle school children (N = 506, ages 10-14 years). Using multiple regression analyses we accounted for 12% of the variance in PA and 13-21% of the variance in fitness. The best predictors of PA were barrier self-efficacy, classmate social support, and gender; whereas, only gender predicted fitness. The results affirmed the importance of barrier self-efficacy and gender differences. Our findings regarding classmate social support are some of the first to illuminate the importance of school-specific peers in promoting PA. 相似文献
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Jeffrey J. Martin Nate McCaughtry Sara Flory Anne Murphy Kimberlydawn Wisdom 《Measurement in physical education and exercise science》2013,17(4):274-282
The goal of the current study was to establish the factor validity of the Questionnaire Assessing School Physical Activity Environment (Robertson-Wilson, Lévesque, & Holden, 2007) using confirmatory factor analysis procedures. Another goal was to establish internal reliability and test–retest reliability. The confirmatory factor analysis results of this study supported a slightly altered version of the Questionnaire Assessing School Physical Activity Environment's school physical activity environment subscale. Internal reliability was adequate, while test–retest reliability was questionable. In brief, the pattern of findings indicated that while the original Questionnaire Assessing School Physical Activity Environment is likely adequate for some research purposes, a slightly modified version (Questionnaire Assessing School Physical Activity Environment-R) was psychometrically stronger. However, given the distinct differences in samples used in the original validation study and the current study, more research on the psychometric properties of the Questionnaire Assessing School Physical Activity Environment is needed to determine if the current results and Robertson-Wilson et al.'s (2007) results are sample specific. 相似文献
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Martin JJ McCaughtry N Flory S Murphy A Wisdom K 《Research quarterly for exercise and sport》2011,82(2):247-255
Few researchers have used social cognitive theory and environment-based constructs to predict physical activity (PA) and fitness in underserved middle-school children. Hence, we evaluated social cognitive variables and perceptions of the school environment to predict PA and fitness in middle school children (N = 506, ages 10-14 years). Using multiple regression analyses we accounted for 12% of the variance in PA and 13-21% of the variance in fitness. The best predictors of PA were barrier self-efficacy, classmate social support, and gender; whereas, only gender predicted fitness. The results affirmed the importance of barrier self-efficacy and gender differences. Our findings regarding classmate social support are some of the first to illuminate the importance of school-specific peers in promoting PA. 相似文献
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