3D Modelling and Printing Through a STEAM Approach in Preservice Primary Teacher Education

Abstract

This study aimed to analyze preservice primary teachers’ perceptions of the educational use of three-dimensional modelling and printing within a STEAM-oriented diorama project. The experience took place during the first semester of 2026 at a university in Chiloé, Chile. A descriptive, exploratory, non-experimental study was conducted using a questionnaire comprising 24 statements grouped into five dimensions and three open-ended questions. Eleven complete questionnaires were obtained from a population of 19 students, representing a response rate of 57.9%. Closed-ended responses were analyzed using frequencies and percentages, while open-ended responses underwent descriptive categorization. Agreement across dimensions ranged from 70.5% to 80.0% of pooled item responses. Participants highlighted opportunities to create tangible resources, develop interdisciplinary activities, and connect learning with the local environment. Identifying specific pedagogical uses received the lowest agreement, with seven participants (63.6%). The main anticipated challenges concerned teacher preparation, mentioned by seven participants, and resource availability, identified by six. The findings provide context-specific evidence of perceived educational possibilities and support needs. They suggest the value of connecting technical preparation with curricular objectives, assessment criteria, and classroom implementation conditions. Given its scope and sample size, the study neither demonstrates improvements in competencies nor supports generalization of the findings. Nevertheless, it informs future research on the pedagogical integration of digital fabrication into teacher education.