Impact of 3D-printed models on elementary students' space science learning: Mixed methods and classroom action research study

Three-dimensional (3D) printing is recognized as a powerful tool for enhancing science education, creating tangible and interactive models that help students better understand complex scientific concepts and improve scientific literacy. This study investigated the impact of integrating 3D-printed science models as educational materials on elementary students' academic performance in space science. It also explored students' perceptions of the utilized models. The study employed an embedded mixed methods design and classroom action research. The quantitative phase used total enumeration and pre- and post-test assessments to gauge students' academic performance. The embedded qualitative phase consisted of semi-structured interviews with a few students to determine their perceptions of the 3D-printed science models used. Thirty-two Grade 6 students from an elementary school in Tinoc, Ifugao, Philippines, participated in the study. Quantitative results revealed a significant improvement in students' academic performance after integrating 3D-printed science models in their space science lessons. Qualitative findings disclosed five main themes: models' physical attributes, learning benefits, challenges experienced, personal preference, and suggestions for improving the models. Students found the models visually appealing, engaging, and interactive, with reasonable sizes that present concrete objects. The models, however, were viewed to be fragile, insufficient, and with unpleasant smells. The students suggested that more models with articulated parts should be printed in bigger sizes. Conclusively, this study demonstrates that integrating 3D-printed models as innovative science educational materials impacts elementary students' space science learning experience. Future studies should refine 3D-printed models to maximize their educational potential in science education.