Assessing the Impact of 3D Printed Terrain on Teaching Topography in Introductory Earth Science Labs

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Assessing the Impact of 3D Printed Terrain on Teaching Topography in Introductory Earth Science Labs, Is A Well-Researched Topic, It Is To Be Used As A Guide Or Framework For Your Research.

ABSTRACT

Learning to effectively read topographic maps is challenging for students, as these maps contain 3D representations of terrain displayed on a 2D surface map. This project assessed student learning when 3D terrain printed from a portion of the laboratory quadrangle map currently in use was introduced into an earth science course for non-science majors. Using a quasi-experimental design with nonequivalent groups across two semesters, performance on the Modified Topographic Map Assessment (MTMA) administered as a pre- and posttest was used to compare learning outcomes between the traditional lab and the 3D print lab intervention. Students in the traditional (n = 54) and 3D print terrain (n = 24) groups had comparable incoming topographic map interpretation skills as measured by pretest scores on the MTMA (t(75) = .98, p = .33). Pre- to posttest scores on the MTMA did not significantly improve in the traditional lab (M = 0.63, SD = 3.13, t(53) = 1.48, p = .15) but did improve significantly in the 3D print terrain lab (M = 1.96, SD = 2.97, t(23) = 3.23, p = .004). Responses on the open-ended items were also more sophisticated in the 3D print terrain lab. Results suggest that the 3D print terrain helped students to “see” the topography, reducing the 2D to 3D visualization burden students have when learning. 3D printed terrain shows promise as a teaching tool that could be adapted to multiple uses including K-12 classes and upper division earth science courses.

TABLE OF CONTENTS

ACKNOWLEDGEMENTS……………………………………………………………………………………………… ii
INTRODUCTION ………………………………………………………………………………………………………….. 1
LITERATURE REVIEW………………………………………………………………………………………………… 4
Overview………………………………………………………………………………………………………………. 4
Physical Models …………………………………………………………………………………………………….. 4
3D Projections……………………………………………………………………………………………………….. 5 Stereoscope photography…………………………………………………………………………………….. 5 Geowall ………………………………………………………………………………………………………….. 7
Coupled Models …………………………………………………………………………………………………….. 8
3D Printed Materials in Education………………………………………………………………………….. 10
PURPOSE……………………………………………………………………………………………………………………. 11
METHODS ………………………………………………………………………………………………………………….. 13
Research Design…………………………………………………………………………………………………… 13 Context ………………………………………………………………………………………………………… 13
Instruments ………………………………………………………………………………………………………….. 16 The Modified Topographic Map Assessment (MTMA)……………………………………… 16 Demographic survey ……………………………………………………………………………………… 18 Lab observation …………………………………………………………………………………………… 18
Participant Recruitment and Selection …………………………………………………………………….. 18

Data Collection…………………………………………………………………………………………………….. 19
Data Analysis and Interpretation…………………………………………………………………………….. 19
Ethical Considerations…………………………………………………………………………………………… 20
RESULTS AND DISCUSSION……………………………………………………………………………………… 21
Participant Demographics ……………………………………………………………………………………… 21
Quantitative Results ……………………………………………………………………………………………… 23
Quantitative Discussion…………………………………………………………………………………………. 30
Qualitative Results ……………………………………………………………………………………………….. 31
Qualitative Discussion…………………………………………………………………………………………… 36
CONCLUSIONS…………………………………………………………………………………………………………… 37
Implications for Education…………………………………………………………………………………….. 38
Limitations and Future Work …………………………………………………………………………………. 39 Limitations of Study. …………………………………………………………………………………….. 39 Future Research ……………………………………………………………………………………………. 40
REFERENCES …………………………………………………………………………………………………………….. 42
APPENDICES ……………………………………………………………………………………………………………… 45
A.HSIRB Approval …………………………………………………………………………………………….. 45
B.Student Instructions for the 3D Print Terrain Intervention Lab ……………………………… 47

C.MTMA Questionnaire ……………………………………………………………………………………… 49
D.Demographic Questionnaire……………………………………………………………………………… 65
E.Compiled MTMA Pre- and Posttest Responses…………………………………………………… 67
F.Open-ended MTMA Responses ………………………………………………………………………… 82

Additional information

Author

Jay Alan Cockrell

No of Pages

105

Reference

YES

Format

PDF

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