The Impact of a 3D-Printed PVT Phase Equilibrium Model for Water on Pre-Service Science Teachers' Conceptual Understanding and Scientific Empathy

Purpose: This study aimed to examine how a 3D-printed PVT phase diagram for water influences pre-service science teachers' conceptual understanding, epistemic beliefs, and the natural emergence of scientific empathy-including scientific imagination, sensitivity, and situational interest-during model-based learning. Methods: Sixty-two pre-service science teachers participated in a general chemistry laboratory, where either a 3D-printed or a traditional 2D model was provided. Participants' conceptual understanding, epistemic belief changes, and manifestations of scientific empathy were assessed through pre/post tests, open-ended questions, group discussions, and follow-up interviews. Both quantitative and qualitative analyses were conducted. Results: The group using the 3D-printed model showed significantly greater improvements in conceptual understanding and epistemic beliefs compared to the 2D group. Qualitative data revealed that elements of scientific empathy naturally emerged during interactions with the 3D-printed model. Conclusion: The findings suggest that 3D-printed models are effective tools for enhancing not only conceptual understanding and epistemic beliefs, but also for naturally fostering scientific empathy among pre-service science teachers. These results highlight the potential for wider application of 3D-printed models in science education.