Technology-supported 3D modeling and printing in chemistry teacher education

- Sargın, Emeti (orcid.org/0009-0004-7220-0287) and Arzu Uyulgan, Melis (orcid.org/0000-0002-2815-2642) (2026) Technology-supported 3D modeling and printing in chemistry teacher education Information Technologies and Learning Tools, 3 (113). pp. 121-141. ISSN 2076-8184

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Abstract

This study addresses persistent difficulties in understanding abstract chemical concepts such as hybridization, hybrid orbitals, and molecular geometry in chemistry teacher education. Due to their invisible and highly abstract nature, these topics are often associated with misconceptions and limited spatial reasoning among pre-service teachers. The study examines how technology-supported three-dimensional (3D) modeling and printing practices are incorporated into learning processes and how these practices relate to conceptual understanding. A mixed-methods research design was adopted to examine both conceptual outcomes and participants’ perspectives. Quantitative data were collected through a two-tier Molecular Geometry Diagnostic Test administered before and after a semester-long instructional implementation. Qualitative data were obtained through focus group interviews. The findings indicate notable improvements in participants’ understanding of hybridization, molecular structures consistent with the octet rule, and valence shell electron pair repulsion–based molecular geometries, alongside a reduction in common misconceptions. Qualitative findings revealed that interaction with both digital and physically printed 3D models supported the concretization of abstract concepts, enhanced spatial reasoning, and promoted meaningful learning through a combination of visual and tactile engagement. Participants emphasized that hands-on modeling activities helped them establish stronger connections between symbolic representations and molecular-level structures. Despite these pedagogical benefits, limitations related to technical infrastructure and insufficient prior training were identified as challenges to sustainable implementation. Overall, the results highlight the practical value of integrating 3D visualization and modeling practices into chemistry teacher education programs, underscoring the need for systematic professional development opportunities to support pre-service teachers’ technological and pedagogical competencies.

Item Type:	Article
Keywords:	3D printing; 3D molecular modelling; conceptual understanding of molecular structures; pre-service chemistry teachers
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques > 004.94 Simulation Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 5 Мathematics. natural sciences > 54 Chemistry. Crystallography. Mineralogy
Divisions:	Institute for Digitalisation of Education > Generic resouse
Depositing User:	Алла 1 Алла Почтарьова
Date Deposited:	03 Sep 2026 17:56
Last Modified:	03 Sep 2026 17:56
URI:	https://lib.iitta.gov.ua/id/eprint/750233

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