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The impact of education in 3D product design and printing to primary and high school students

Tsagaris Apostolos, Chatzikyrkou Maria, Mansour Misel-Teontor, Tsongas Konstantinos, Mansour Gabriel

Πλήρης Εγγραφή


URI: http://purl.tuc.gr/dl/dias/70DAC198-AE47-492E-9E77-584D906FB208
Έτος 2018
Τύπος Πλήρης Δημοσίευση σε Συνέδριο
Άδεια Χρήσης
Λεπτομέρειες
Βιβλιογραφική Αναφορά Μη διαθέσιμο για την επιλεγμένη γλώσσα
Εμφανίζεται στις Συλλογές

Περίληψη

This research explores the impact of 3D product design and printing on child aged 10-16 years. The research was conducted after a 3D product design and print course and, as demonstrated by its results, the participants were thrilled by the content of the program, although initially they were relatively troubled because algorithmic reasoning was not so familiar with them and this caused distrust. Then their collaboration with the other members of the team proved flawless, although most of them were unaware of each other. This was because the participants' primary concern was successful cooperation to overcome the other groups they were competing. Trainees felt self-confidence, which came from the effective explanation of the interface for this, and they did not feel any fear and doubt that their mission would not be successful. Whenever a mistake was found, children were able to correct it immediately and effectively. It is therefore clear that through 3D product design and printing, basic concepts of computer science, mathematics, geometry, stereometry, design, engineering and mechatronics in general are made fully understandable from these ages in the form of play, escaping the narrow limits of conventional teaching. This gives rise to alternative approaches to learning. The satisfaction of the children was shown by their desire to set up the program and their friends.

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