Algı temasına ait kodlara baktığımızda öğrencilerin 3B yazıcıya pozitif anlamlar yükledikleri görülmüştür. 3B yazıcıya yükledikleri anlam “algı” teması altında kodlanmıştır. 3B yazıcılar, 3B nesneler yazdıran bir cihaz olduğu için ortaokul öğrencilerinin bu ifadesi “işlev” teması altında kodlanmıştır. 3B yazıcı destekli matematik öğrenme süreci sonunda öğrencilerin 3B yazıcı hakkındaki düşünceleri ile temalar oluşturulmuştur. 3B yazıcı destekli matematik öğrenme süreçleri sonunda yapılan görüşmeler içerik analizi ile analiz edilmiştir. Araştırma için nitel araştırma desenlerinden durum çalışması kullanılmıştır. Çalışmanın amacı matematik derslerinde üç boyutlu (3B) yazıcı kullanan ortaokul öğrencilerinin 3B yazıcı ile ilgili ve 3B yazıcı destekli matematik öğrenme sürecine ilişkin düşüncelerini incelemektir. By facing these challenges, we can provide children (and adults) with a remarkably powerful and expressive means for creating all sorts of personalized artifacts. The most prominent challenges described here include: (a) expanding the range of physical media available for printing, (b) incorporating ideas derived from “pick-and-place” mechanisms into 3D printing, (c) exploring methods for creating portable and ubiquitous printing devices, (d) creating tools for hand-customization and finishing of tangible printed objects, and (e) devising software techniques for specifying, altering, and combining 3D elements in the context of printing. This paper discusses a number of technological challenges to be overcome in making 3D printing truly available to children over the next decade. Accompanying this burgeoning growth, however, there is an acute need to consider the ways in which 3D printing should develop, as a technology, in order to accommodate the abilities and activities of youngsters. One of the prominent areas of increased interest in 3D printing is in the realm of education: fabrication tools are becoming available to college undergraduates and high school students, and even to younger children. The printer thought it was printing, but wasn’t.The era of affordable 3D printing is clearly underway indeed, the historical patterns of growth in 3D printing are, in many ways, strikingly similar to those associated with the growth of home computing in the late 1970’s. I spent the next few days fiddling but I still couldn’t get it to come out as it should. I hadn’t quite got the Z-axis (the up and down one) aligned properly and the thickness of my first layer didn’t look anything like the Lulzbot’s extensive manual suggested. Once I’d downloaded the file and converted it to the right file for my Lulzbot, I was ready to go. Which is basically what I did from the Thingiverse. In the not-too-distant future it’s conceivable that those parts will be ready to grab from a download tab on, say, Electrolux’s website. Previously, that may have involved contacting either a specialist store or the manufacturer and having to either get that part shipped from the other side of the planet (probably at a high environmental expense. My favourite analogy for explaining the potential of 3D printing is this: imagine a very difficult to find part broke on your washing machine. The promise of a wider, corporate-led version of the Thingiverse is interesting too. (Welcome to the future!) Of course, the even more exciting thing here is mastering CAD programmes and being able to design your own products – but I was happy to stick to the basics. In that adventurous spirit, I chose to make a four-hooked plastic bag holder. The things range from bracelets to remote control cars, to robotic arms. Thingiverse’s objects are created by other users who upload the designs which can they be taken (for free), modified, or improved by feedback from other users.
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