Qualitative study demonstrates enhanced science and engineering practices in 10th-grade physics students, indicating effective integration of 3D printing across design phases.
Despite the growing use of 3D printing in STEM education, its role in supporting students’ engagement in science and engineering practices (SEPs) remains underexplored. This study examines how 10th-grade students engage in SEPs within 3D printing–enhanced STEM activities across phases of the engineering design process. Using a qualitative design, classroom observations of 30 students were conducted. Findings indicate that students posed focused questions, tested and refined models, and improved digital designs, demonstrating evidence-based reasoning. Engagement evolved across design phases, with specific practices becoming more prominent, offering insights into integrating 3D printing to foster standards-aligned engagement in SEPs.
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AlShabnuti et al. (2026) studied this question.
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