Three-dimensional design applications in teaching atom and molecular structures in chemistry education

Rapidly developing and changing technology affects almost every aspect of our lives. Education is one of the most affected areas by these developments and changes. The use of many new applications in the field of education, especially three-dimensional (3D) design and printing technology, is increasing day by day. Based on this situation, the aim of the research is to design and implement the learning environment in which 3D design applications for the units "Atomic and Periodic System" and "Interactions Between Chemical Species" will be used within the scope of chemistry course. Mixed research design, in which quantitative and qualitative research designs are used together, was used in the research. The research was carried out with 63 9th grade students of Kastamonu Anatolian Imam Hatip High School. Within the framework of the prepared technology curriculum and through distance education, a training program prepared for the Experimental group students was implemented, at the end of the program, many 3D design applications were carried out by the researchers and students, and the outputs of the designed atom and molecule models were printed with a 3D printer. Research data were collected through Chemistry Achievement Test, Technology Learning vs. Motivation and Self-Regulation Scale, and focus group interviews. The prepared achievement test and the scale were applied to the students before and after the experiment as a "pretest-posttest" and it was applied again as a retention test ten weeks after the achievement test was applied as a posttest. The quantitative data obtained were analyzed using the SPSS statistical package program. Through focus group interviews, students' views on practice were taken and the qualitative data obtained were analyzed by content analysis method. As a result of the analysis of the data, it was seen that the chemistry lessons taught with 3D material support in both groups increased the success of the students, and although the students had negative perspectives on the distance education process, the attitudes of the experimental group students to technology did not change thanks to the 3D design applications. In addition, as a result of the focus group interviews, the experimental group students stated that they were satisfied with the application, they learned how to design and they designed many 3D materials. This study is also important in terms of setting an example for practitioners on how a technology-supported learning environment using 3D design aplications can be adapted to education. In addition, based on the results of the research, the contributions of such technology-supported educational materials and activities to chemistry education and other fields of education were discussed and various suggestions were presented.