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    The perceptions of prospective ICT teachers towards the integration of 3D printing into education and their views on the 3D modeling and printing course
    (Springer, 2023) Ucgul, Memet; Altiok, Serhat
    3D printing technology has an influence on a variety of industries such as automotive, engineering, medical, aerospace, sports, fashion, education, and more. In education, 3D printing is used in many different fields like pharmacy, mathematics, biology, chemistry, art education, graphic design, engineering, and even in early childhood and special education. The adoption of 3D printing technology in education is still at a low level, and the lack of adequate technology education is considered a major obstacle to the adoption of this technology. As teachers' knowledge of 3D printing technology increases, so will their intention to integrate 3D printing technologies into their classrooms. However, current teacher education programs have not provided sufficient training to trainees with the necessary expertise and skills to use digital fabrication in the classroom. This case study explored prospective information and communication technologies (ICT) teachers' perceptions on the integration of 3D printing into teaching and learning as well as their evaluation of offered 3D modeling and printing course. The results showed that most of the prospective teachers were satisfied with the course and they felt competent enough about 3D printing processes and to integrate 3D printing in teaching-learning activities. They have positive opinions about the use of 3D printers for educational purposes, as they provide concretization of the subject, increase the motivation of the students, and they are very useful in the production of teaching materials. In line with the research results, suggestions were made for a course that aims to introduce 3D printing technologies in teacher education programs.
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    You are an astroneer: the effects of robotics camps on secondary school students' perceptions and attitudes towards STEM
    (Springer, 2022) Ucgul, Memet; Altiok, Serhat
    Creativity, critical thinking, communication and collaboration are thought to be the core skills that will enable students to be successful in the future. Economic and social development of a nation is associated with the individuals' such new skills, which are commonly referred as the twenty-first-century skills. However, the educational methods used in transmitting knowledge from teachers to students are not capable enough to bring up such competent individuals. The Science, Technology, Engineering, and Mathematics (STEM) education is a promising approach to help students gain those skills and robotics offers opportunities to integrate STEM education. This study aims to investigate the effects of robotics summer camps with STEM activities on students' perception and attitudes towards STEM. The researchers organized two robotics summer camps in 2017 and 2018 with 48 students. Data were collected by using the STEM Perception Test and STEM Attitude Test. The pre-test post-test quasi-experimental design without a control group was used in the study. Wilcoxon's Matched-Pairs Signed-Ranks tests showed that students' perceptions towards STEM increased at the first robotics camp; however, students' attitudes towards STEM did not change significantly in both robotics camps. Furthermore, mathematics sub-dimension of STEM perception at the first camp and science sub-dimension of STEM attitude at the second camp significantly increased.