T260 Applications of 3D Printing and Other 3D Methods to Experimental Paleontology (Posters)

Wednesday, 7 November 2018
9:00 AM - 6:30 PM
Halls J-K

IDIGFOSSILS: ENGAGING K–12 STUDENTS IN INTEGRATED STEM USING 3D MODELS OF TRIASSIC DINOSAUR FOOT PRINTS FROM CULPEPPER, VIRGINIA (USA)

Paper number: T260-1
Program: Technical Sessions
Time: 9:00 AM – 6:30 PM

Authors

Abstract

Dinosaurs are fascinating creatures that can engage children of all ages. Because most dinosaur tracks cannot be removed from their original locality, 3D scanning using photogrammetry and 3D printing technology provides a unique opportunity to make these specimens available for K–12 education and for bringing the field experience to the classroom. Paleontology is interdisciplinary with engaging areas of study that provide distinctive opportunities for STEM integration. An NSF-funded initiative involving the Florida Museum of Natural History, University of Florida College of Education, and the Virginia Museum of Natural History is aimed at creating curricula using high-quality 3D models for a K–12 audience. STEM integrated pedagogy introduces concepts across these subjects in meaningful ways for students to replicate how science is practiced. Students acquire new skills and improve STEM literacy when they understand relationships between disciplines and apply them to real-life issues. Instruction through STEM integration and meaningful application is more relevant to students and increases motivation, self-efficacy and college readiness.

This activity was tested with 50 high school students who collected, walked, jogged, and run across long sheets of paper with paint on their feet. The use of students’ track ways helped with the understanding of how far apart feet usually are for different speeds of bipedal motion. Having their own model in mind, students collected data on 3D printed dinosaur tracks measuring footprint and stride length applying to a given speed algorithm. The activity included concepts of variable speed within a bio mechanical framework allowing students to replicate scientific processes by asking questions, engaging in evidence-based argument, and obtaining, evaluating, and communicating information. Ultimately, they gained deeper understanding of how math supports science and how science is supported by technology through hands-on discoveries. We collected qualitative data on students’ attitudes, perceptions and engagement on the activity. The results indicate that incorporating 3D technology improves the relevance of educational practices in our schools and broaden the impact of ongoing digitization efforts of paleontological research collections.

Geological Society of America Abstracts with Programs. Vol. 50, No. 6

doi: 10.1130/abs/2018AM-317698

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