A Integração das Áreas STEAM através do Design de Engenharia no Contexto da Impressão 3D

Abstract

STEAM Education is seen as an instructional approach that favors authentic problem solving from an interdisciplinary perspective. Several studies report that it promotes the development of skills such as problem solving/critical thinking, creativity, communication, collaboration, along with knowledge and attitudes. However, the disciplines involved are not always effectively integrated. The potential of the engineering design (ED) process through its cycle provides an opportunity to ensure that STEAM areas are represented during problem solving. In this context 3D printing can be an effective resource to support hands-on problem-based learning in an interdisciplinary environment. We report on a study carried out with future primary school teachers, which aims to understand how they solve an artefact problem with 3D printing, using the ED cycle and how they perceive the role of each of the STEAM areas. A qualitative methodology was adopted, with data collected through participant observation, documents and photographic records. 72 future teachers participated in this study and solved a problem involving the construction of a boat, using 3D printing with prior design in Tinkercad. The results show: understanding of the problem, identifying constraints by experimenting with two previously presented models; not valuing planning through sketches, merging this stage with construction in Tinkercad, experimenting with different designs; testing the models created, assessing the reasons for their (in)effectiveness; some showed difficulties in describing the process; the participants were able to easily identify the representativeness of Science, Maths and Technology.