Reconstructing and Implementing Science Education Courses for Preservice Teachers Based on 3D Printing Technology

qi Wen Zeng(Department of Educational Information Technology, Teachers’ College of Beijing Union University)
jun Qi Xu(Laboratory Management Centre, Teachers’ College of Beijing Union University)

Abstract

In the context of new era educational demands, science education for Preservice teachers has certain limitations. This paper explores a classroom reconstruction path using the "3D Modeling and Printing" course as an example. Starting from the educational value of 3D printing technology and the training needs of Preservice teachers, and combining constructivist theory, Challenge-Based Learning (CBL), and the TPACK framework, we design a three-stage CBL-like task chain of "technology mastery → scientific application → teaching innovation", and build a "three-ring nested" course framework. Through action research, closed-loop optimization is achieved. This paper also elaborates on course design and implementation, including the design of the three-stage task chain and teaching cases, and analyzes teaching effectiveness. The aim is to rejuvenate the curriculum ecosystem of technology-related courses in normal universities. It provides a new model and a replicable template for cultivating high-quality science education teachers and meeting the demand for cross-disciplinary practical abilities. This will promote educational innovation.

Keywords

3D Printing Technology; Preservice teachers; Science Education; Curriculum Reconstruction; Cross-Disciplinary Integration

References

Cai, Xiaoshan. "Pioneering New Paths in Science Education through the Integration of the Five Educations." _Educator_ 05 (2025): 48-49.

Ju, Yi. "3D Printing Technology: A New Approach to Optimizing Physics Experiment Teaching in Secondary Schools." _Research on Problem Solving in Mathematics, Physics, and Chemistry_ 15 (2023): 83-85.

Zhang, Zhiliang, Wang Meng, and Li Hui. "Experimental Teaching Research Based on Constructivist Learning Theory." _Laboratory Science_ 25.04 (2022): 93-96.

Fu, Huangxi. "Exploration of a Teaching Model for 'Engineering Thermodynamics' Based on the Concept of Challenge-Based Learning." _Science and Education Journal_ 31 (2024): 114-116. doi:10.16400/j.cnki.kjdk.2024.31.038.

Guo, Fengying, Gao Jie, and Zhu Hongcui. "Factors Influencing the Digital Competence of Teacher Trainees and Mechanisms for Improvement Based on TPACK Theory." _Shanghai Educational Research_ 02 (2025): 16-23+73. doi:10.16194/j.cnki.31-1059/g4.2025.02.013.

Luo, Jian. "Exploring the Cohesion of High-Quality Development of Vocational Education Teacher Professional Development Communities." _Guangxi Education_ 32 (2024): 13-17.

DOI: http://dx.doi.org/10.12345/jetm.v9i2.27034