Enhancing Primary Students’ Conceptual Understanding of Density Using a 3D-Printed Teaching Aid

Abstract

Teaching and learning in primary science often involve abstract ideas that are challenging for young learners to visualise and understand. One such challenge is explaining why objects float or sink, as students frequently rely on intuitive reasoning based on size or weight. This study examined the effectiveness of a 3D-printed teaching aid, Density Puzzle, in supporting Year Three students’ understanding of floating and sinking phenomena. A quasi-experimental pre-test–post-test non-equivalent control group design was employed. One group received prevailing instruction, while the experimental group engaged in inquiry-based learning activities using Density Puzzle. Pre-tests and post-tests were administered to both groups, and the data were analysed using non-parametric statistical tests. The results showed significant improvements in students’ understanding within both groups. Although no statistically significant difference was found between groups in post-test scores, the experimental group demonstrated a larger median learning gain (25.00%) compared to the control group (12.50%). These findings suggest that while prevailing instructional approaches can effectively support learning, the integration of 3D-printed teaching aids may further enhance students’ understanding through hands-on exploration and inquiry. The study highlights the potential of practical and accessible teaching aids to support more effective teaching and learning of this topic in primary science classrooms.