PRE-SERVICE TEACHERS’ EXPERIENCES IN USING 3D PENS FOR PRIMARY BIOLOGY AND CHEMISTRY EDUCATION

Peter Paul Canuto; Dorothy Silva

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PRE-SERVICE TEACHERS’ EXPERIENCES IN USING 3D PENS FOR PRIMARY BIOLOGY AND CHEMISTRY EDUCATION

Title	PRE-SERVICE TEACHERS’ EXPERIENCES IN USING 3D PENS FOR PRIMARY BIOLOGY AND CHEMISTRY EDUCATION
Publication Type	Journal Article
Year of Publication	2025
Authors	Canuto, PP, Silva, D
Journal	Journal of Baltic Science Education
Volume	24
Issue	6
Start Page	1078-1100
Pagination	continuous
Date Published	December/2025
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	3D pens, 3D printed models, Philippines, primary biology and chemistry education, primary pre-service teachers
Abstract	Three-dimensional (3D) pens are emerging educational tools that enable users to create tangible, freeform 3D printed models. However, their pedagogical potential in science education remains underexplored. This study examined pre-service teachers’ experiences using 3D pens to create models for primary biology and chemistry education, focusing on their development of science skills, perceptions, and problems encountered. Thirty-four Bachelor of Elementary Education (BEEd) pre-service teachers from a state university campus in the Cordillera Administrative Region (CAR), Philippines, participated in a sequential explanatory mixed-method design. Results revealed that the pre-service teachers strongly agreed that using 3D pens enhanced their creativity and technological skills. They encountered problems such as the pens’ need for a constant power supply, unpleasant filament odors, and difficulty in creating precise and durable models. They noted the lack of skills and mastery in using the pens, as well as the need for extended user practice. This study supports that 3D pens are accessible and innovative tools that can enhance primary biology and chemistry lessons. It further implies that teacher education programs can adopt the pens, equipping future educators with experiential competence in delivering engaging, student-centered science learning.
URL	https://journals.indexcopernicus.com/search/article?articleId=4713321
DOI	10.33225/jbse/25.24.1078
Refereed Designation	Refereed
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