Examining Changes in High School Teachers’ Perceptions of Utilizing 3D Printing to Teach Biomedical Engineering Concepts: Results from an Integrated STEM Professional Development Experience

Abstract

Three-dimensional modeling and additive manufacturing technologies (i.e. 3D printing) have and will continue to revolutionize biomedical engineering. However, 3D printing within biomedical engineering contexts remains an area of limited focus within secondary education. Many secondary educators are not well prepared to teach about biomedical 3D printing applications. Hence, this study examined if professional development (PD) had an influence on high school biology, and technology and engineering (T&E) educators’ perceptions of teaching 3D printing concepts within biomedical engineering contexts. The PD included presentations from a panel of experts who had utilized 3D printing within biomedical applications at a nearby College of Medicine. The findings revealed a significant difference in the amount of 3D printing instruction that teachers reported providing in their courses prior to the PD, and the amount they planned to implement following the PD. Additional analyses discovered that male teachers reported a significantly greater increase in their perceptions of 3D printing than female teachers, and there was no significant difference between biology and T&E educators’ perceptions. This study provides implications for researchers, universities, and P-12 educators. The findings demonstrate that meaningful PD experiences can positively influence P-12 educators’ perceptions and plans to integrate emerging biomedical engineering concepts in their courses.