Introduction: The emerging technology of three-dimensional (3D) printing has the potential to provide unique 3D modeling to support specific content in science, technology, engineering, and mathematics (STEM) education, particularly chemistry. Method: Seventeen (n = 17) students with visual impairments were provided direct instruction on chemistry atomic orbital content and allowed to use either print or tactile graphics or 3D models in rotating order. Participants were asked specific content questions based upon the atomic orbitals. Results: The students were asked two sets of comprehension questions: general and specific. Overall, students’ responses for general questions increased per iteration regardless of which manipulative was used. For specific questions, the students answered more questions correctly when using the 3D model regardless of order. When asked about their perceptions toward the manipulatives, the students preferred the 3D model over print or tactile graphics. Discussion: The findings show the potential for 3D printed materials in learning complex STEM content. Although the students preferred the 3D models, they all mentioned that a combination of manipulatives helped them better understand the material. Implications for practitioners: Practitioners should consider the use of manipulatives that include 3D printed materials to support STEM education.

中文翻译：

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3D 操作对学习化学结构的视力障碍学生的影响：一项试点研究

简介：新兴的 3D (3D) 打印技术有可能提供独特的 3D 建模，以支持科学、技术、工程和数学 (STEM) 教育中的特定内容，尤其是化学。方法：向 17 名 (n = 17) 有视觉障碍的学生提供有关化学原子轨道内容的直接指导，并允许他们以旋转顺序使用印刷或触觉图形或 3D 模型。参与者被问及基于原子轨道的具体内容问题。结果：学生被问到两组理解问题：一般性问题和具体性问题。总体而言，学生对一般问题的回答每次迭代的增加，无论使用哪个操控性。对于具体问题，无论顺序如何，学生在使用 3D 模型时都能正确回答更多问题。当被问及他们对操作的看法时，学生们更喜欢 3D 模型而不是印刷或触觉图形。讨论：研究结果显示了 3D 打印材料在学习复杂 STEM 内容方面的潜力。虽然学生们更喜欢 3D 模型，但他们都提到了操作的组合有助于他们更好地理解材料。对从业者的影响：从业者应考虑使用包括 3D 打印材料在内的操作手段来支持 STEM 教育。虽然学生们首选的3D模型，他们都提到，教具的组合帮助他们更好地理解材料。对从业者的影响：从业者应考虑使用包括 3D 打印材料在内的操作手段来支持 STEM 教育。虽然学生们更喜欢 3D 模型，但他们都提到了操作的组合有助于他们更好地理解材料。对从业者的影响：从业者应考虑使用包括 3D 打印材料在内的操作手段来支持 STEM 教育。