From concept to reality: the use and impact of 3D prints as academic tools for high school biology education

Julia Marie Monkovic, Serena Monique Jones, Madeleine Nicolas, Priya Katyal, Kamia Punia, Damon Noland, Jin Kim Montclare

Research output: Contribution to journalArticlepeer-review


While Science, Technology, Engineering, and Mathematics (STEM) education is essential in the high school curriculum, it often carries a reputation of being formidable and overwhelming. The resulting unease students often face inhibits their ability to learn effectively; thus it can be beneficial to integrate a more familiar approach to teach them such complex topics. We have developed a technology-enabled learning environment surrounding the use of 3D prints focused on the topics of homoeostasis and immunity for a ninth grade Living Environment class. The teacher and students’ surveys reveal that the 3D prints helped the students to effectively learn the material leading to a better understanding and retention of the topics. The results from the students’ performance, as well as the teacher and students’ feedback from the activity, demonstrate the effectiveness of 3D prints on maintaining their interest through a student-centred, student-led learning activity.

Original languageEnglish (US)
Pages (from-to)528-539
Number of pages12
JournalJournal of Biological Education
Issue number5
StatePublished - 2022


  • Education
  • high school science
  • interactive technology
  • learning
  • living environment class
  • virus 3D models

ASJC Scopus subject areas

  • Education
  • General Agricultural and Biological Sciences


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