Abstract:

Within the framework of the Erasmus+ Programme “DIDACTECH”, an association of seven technology-based companies and secondary schools, we have generated a methodological strategy to bring Science and technology closer to secondary school students, especially those who face obstacles and learning difficulties through the creation of technological laboratories, which we call “TECHLABS”. These are free learning spaces equipped with state-of-the-art additive manufacturing technology that allow students to learn about science by doing science. A real, motivating, and useful educational experience that turns learning into something tangible and exciting, but also facilitates the creation of teaching materials or toys for primary schools.

During this academic year, this methodology is being implemented in nine secondary and primary schools in Europe. In them, groups of students learn contents from STEM subjects through the principles of 3D design, 3D printing of prototypes, and the design and creation of inclusive teaching materials for primary schools in Europe with fewer resources.

These materials will be available to primary schools in any country upon request. The printing files will be available for free to be used by schools with 3D printing machines, and even the TECHLABS of the schools participating in this project will be able to manufacture and ship the materials to those who don’t have the means to print the parts themselves. We will let students debate how all this can be done, listen to their proposals, and discuss topics like solidarity, costs, the production capability of the machine, sources of financing, etc.

For example, a primary school requests support from a TECHLAB to have educational materials that are not within its reach. Thus, secondary school students design and manufacture resources (3D model of the solar system, toys...), acquiring STEM skills, seeing a clear and concrete objective of what they do, and also experiencing satisfaction and interest in helping others. This solidarity component adds an additional motivational value that generates greater interest in the school, since the students don’t just acquire skills and knowledge in the STEM curriculum, but also see that they have a direct impact on primary schools.

In this paper, we introduce the proposed methodology and suggest a very simple material: a construction set based on a classic toy. The pieces are very simple but require the use of mathematical concepts (geometry, trigonometry, scale and proportions…), technological concepts (tolerance, adjustments, material resistance, production times), economics (costs, financing), marketing (dissemination), and logistics (packaging, transport). Students learn how to design the parts in a 3D design software; next, how to transfer the design to a control software of the printer, and lastly print the parts, design an attractive packaging for the assembly, and create graphic materials for distribution.

Keywords:

School, secondary education, technology, methodology, research, students.