Lessons in Earth Science Using Digitally Printed Three-Dimensional (3D) Models
DOI:
https://doi.org/10.5281/zenodo.20174239Keywords:
digitally printed 3D models, Earth Science instruction, conceptual understanding, higher-order thinking skills, science process skills, collaborative skills, science education, educational technology, active learning, Grade 8 studentsAbstract
This study developed and evaluated lessons in Earth Science using digitally printed three-dimensional (3D) models to enhance Grade 8 students’ conceptual understanding, higher-order thinking skills, science process skills, and collaborative skills. The study utilized a Research and Development (R&D) design combined with a quasi-experimental research approach involving control and experimental groups. The developed instructional materials included digitally printed 3D models representing selected Earth Science concepts such as earthquakes, faults, typhoons, comets, meteors, and asteroids. These materials were integrated into lesson plans and collaborative classroom activities aligned with the Most Essential Learning Competencies (MELCs) prescribed by the Department of Education.
The findings revealed that the developed instructional materials were highly acceptable in terms of content accuracy, instructional quality, usability, and alignment with curriculum competencies. Results further showed that students exposed to the 3D model-based instruction demonstrated significantly higher posttest scores in conceptual understanding, higher-order thinking skills, science process skills, and collaborative skills compared to students taught using conventional instructional methods. The use of interactive and manipulative 3D models enhanced students’ visualization of abstract Earth Science concepts and promoted active participation, inquiry-based learning, and collaborative engagement in classroom activities.
The study concludes that integrating digitally printed 3D models into Earth Science instruction significantly improves students’ academic performance and learning experiences. The findings highlight the effectiveness of technology-enhanced instructional materials in promoting meaningful, learner-centered, and interactive science education.
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