Professional training of future primary school teachers for the implementation of 3D-modelling in the context of STEM-education

Abstract

The aim of the article is a theoretical analysis of the issue of professional training of future primary school teachers for the implementation of 3D modelling in the context of STEM education. To achieve this goal, methods of analysing scientific sources, synthesizing obtained data, comparison, and generalization were used.

The analysis of scientific and pedagogical literature, along with practical experience, indicates that 3D modelling serves as an effective tool for implementing STEM education in primary school, it enables students not only to visually explore complex concepts in the natural and mathematical sciences but also to develop spatial, logical, and critical thinking, as well as enhance technical and engineering literacy. It is 3D modelling that creates the conditions for project-based learning, in which learners take on the role of active researchers. The implementation of educational tasks focused on modelling real-world objects effectively engages students in analysis, planning, and experimentation, while also fostering their teamwork, communication, and presentation skills.

The article substantiates the necessity of preparing future teachers for the purposeful integration of 3D modelling into the educational process of primary school. It emphasizes the importance of cultivating students’ ability to independently plan and implement learning activities using 3D technologies, in accordance with the developmental characteristics of young learners. The potential of 3D modelling to be effectively used in various educational scenarios within STEM tasks is highlighted (e.g., "Create a 3D model of your dream house," "Model a geometric figure and explain its properties," "Design a 3D layout of an eco-city of the future," etc.). Moreover, 3D modelling can be effectively integrated into STEM learning through project-based activities. The article also provides an overview of effective digital tools applicable in this context (TinkerCAD, Doodle3D, Paint 3D, 3D Slash, etc.). The results obtained can be useful for improving the professional training of future primary school teachers for the implementation of STEM education in their professional activities.