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The purpose of this study to investigate the organized porous network zinc (OPNZ) scaffolds. Their mechanical characteristics, surface roughness and fracture mechanism were assessed in relation to their structural properties. The prospects of fused deposition modeling (FDM) for printing metal scaffolds via rapid tooling have also been studied.

Zn scaffolds with different pore and strut sizes were manufactured via the rapid tooling method. This method is a multistep process that begins with the 3D printing of a polymer template. Later, a paraffin template was obtained from the prepared polymer template. Finally, this paraffin template was used to fabricate the Zn scaffold using microwave sintering. The characterization of prepared Zn samples involved structural characterization, microstructural study, surface roughness testing and compression testing. Moreover, based on the Gibson–Ashby model analysis, the model equations’ constant values were evaluated, which can help in predicting the mechanical properties of Zn scaffolds.

The scanning electron microscopy study confirmed that the fabricated sample pores were open and interconnected. The X-ray diffraction analysis revealed that the Zn scaffold contained hexagonal closed-packed Zn peaks related to the a-Zn phase, validating that scaffolds were free from contamination and impurity. The range for ultimate compressive strength, compressive modulus and plateau stresses for Zn samples were found to be 6.75–39 MPa, 0.14–3.51 GPa and 1.85–12.6 MPa by adjusting their porosity, which are comparable with the cancellous bones. The average roughness value for the Zn scaffolds was found to be 1.86 µm.

This research work can widen the scope for extrusion-based FDM printers for fabricating biocompatible and biodegradable metal Zn scaffolds. This study also revealed the effects of scaffold structural properties like porosity, pore and strut size effect on their mechanical characteristics in view of tissue engineering applications.

The purpose of this paper is to fabricate the scaffolds with different pore architectures using additive manufacturing and analyze its mechanical and biological properties for bone tissue engineering applications.

The polylactic acid (PLA)/composite filament were fabricated through single screw extrusion and scaffolds were printed with four different pore architectures, i.e. circle, square, triangle and parallelogram with fused deposition modelling. Afterwards, scaffolds were coated with hydroxyapatite (HA) using dip coating technique. Various physical and thermo-mechanical tests have been conducted to confirm the feasibility. Furthermore, the biological tests were conducted with MG63 fibroblast cell lines to investigate the biocompatibility of the developed scaffolds.

The scaffolds were successfully printed with different pore architectures. The pore size of the scaffolds was found to be nearly 1,500 µm, and porosity varied between 53% and 63%. The fabricated circular pore architecture resulted in highest average compression strength of 13.7 MPa and modulus of 525 MPa. The characterizations showed the fidelity of the work. After seven days of cell culture, it was observed that the developed composites were non-toxic and supported cellular activities. The coating of HA made the scaffolds bioactive, showing higher wettability, degradation and high cellular responses.

The research attempts highlight the development of novel biodegradable and biocompatible polymer (PLA)/bioactive ceramic (Al₂O₃) composite for additive manufacturing with application in the tissue engineering field.

This study aims to comprehend vocational preservice teachers' recalled experiences with the Cooperative Problem-based Learning (CPBL) pedagogical approach in an entrepreneurship course and to reveal how these experiences will impact their future teaching practice. The course under study intends to improve preservice teachers' entrepreneurial attitudes while equipping them with the skills necessary to create a comparable teaching strategy at school after graduation.

This study used the semi-structured interview data to triangulate the qualitative data collected from the students' reflection journals. The data were thematically analyzed whereas the codes with comparable elements were combined, resulting in themes that describe the relevance of scaffolding used with each component of the MUSIC motivational model.

The results revealed that the student teachers who took part in the research stated in their comments how the scaffolds used in the CPBL sessions impacted their learning. Additionally, they could articulate the experiences that strengthened their perceptions regarding entrepreneurs and entrepreneurship education.

By implementing scaffolded CPBL in entrepreneurship course during the teacher preparation program, the preservice teachers would be able to put a similar approach into the practice of their future teaching profession in guiding students to accomplish instructional outcomes.

This study highlights the importance of providing more innovative practices for entrepreneurship education across teacher preparation curricula to help develop the skills necessary for entering the future profession. The findings also emphasize the value of scaffolding in PBL, including expert, peer and activity design scaffolding. It also completes the body of research indicating that PBL-based entrepreneur education instruction can help students develop their entrepreneurial skills and attitudes while also providing a great chance to improve their teaching abilities.

Fabrication settings such as printing speed and nozzle temperature in fused deposition modeling undeniably influence the quality and strength of fabricated parts. As available market filaments do not contain any exact information report for printing settings, manufacturers are incapable of achieving desirable predefined print accuracy and mechanical properties for the final parts. The purpose of this study is to determine the importance of selecting suitable print parameters by understanding the intrinsic behavior of the material to achieve high-performance parts.

Two common commercial polylactic acid filaments were selected as the investigated samples. To study the specimens’ printing quality, an appropriate scaffold geometry as a delicate printing sample was printed according to a variety of speeds and nozzle temperatures, selected in the filament manufacturer’s proposed temperature range. Dimensional accuracy and qualitative surface roughness of the specimens made by one of the filaments were evaluated and the best processing parameters were selected. The scaffolds were fabricated again by both filaments according to the selected proper processing parameters. Material characterization tests were accomplished to study the reason for different filament behaviors in the printing process. Moreover, the correlations between the polymer structure, thermo-rheological behavior and printing parameters were denoted.

Compression tests revealed that precise printing of the characterized filament results in more accurate structure and subsequent improvement of the final printed sample elastic modulus.

The importance of material characterization to achieve desired properties for any purpose was emphasized. Obtained results from the rheological characterizations would help other users to benefit from the highest performance of their specific filament.

The main objective of this paper is to illustrate an analytical view of different methods of 3D bioprinting, variations, formulations and characteristics of biomaterials. This review also aims to discover all the areas of applications and scopes of further improvement of 3D bioprinters in this era of the Fourth Industrial Revolution.

This paper reviewed a number of papers that carried evaluations of different 3D bioprinting methods with different biomaterials, using different pumps to print 3D scaffolds, living cells, tissue and organs. All the papers and articles are collected from different journals and conference papers from 2014 to 2022.

This paper briefly explains how the concept of a 3D bioprinter was developed from a 3D printer and how it affects the biomedical field and helps to recover the lack of organ donors. It also gives a clear explanation of three basic processes and different strategies of these processes and the criteria of biomaterial selection. This paper gives insights into how 3D bioprinters can be assisted with machine learning to increase their scope of application.

The chosen research approach may limit the generalizability of the research findings. As a result, researchers are encouraged to test the proposed hypotheses further.

This paper includes implications for developing 3D bioprinters, developing biomaterials and increasing the printability of 3D bioprinters.

This paper addresses an identified need by investigating how to enable 3D bioprinting performance.

The purpose of this paper is to illuminate for social studies teachers and teacher educators the ways in which students' disciplinary writing is scaffolded within the context of the inquiry design model; trends in such scaffolding are called “the learner's pathway,” since it leads students to more abstract levels of historical argumentation. The author argues that engaging historical writing genres is a necessary component of historical thinking and that understanding the ways that teachers support students' historical writing capacities can help them to make more intentional choices when building inquiries.

To study genre-related scaffolding across inquiries, this study draws on systemic functional linguistics (SFL)-based genre theory as an analytical structure and seventy-four history-focused secondary social studies inquiries to determine any patterns in the ways that teachers scaffold students' writing genres through an inquiry.

Findings suggest that there is a learner's pathway that teachers use to develop students' argumentative writing capacities; however, there is also evidence to suggest that notetaking and source synthesis are not valued instructional products, limiting the potential impact of historical thinking work within the inquiry process.

The existence of this learner's pathway has implications for the ways that teachers and preservice teachers can be professionally developed to leverage this pathway. Rather than the often-used methods of support students' generic writing capacities, professional development should focus on the ways social studies teachers can guide students to more abstract reasoning through their writing. This study's findings also have implications for the ways that social studies teachers assess students' summative arguments. Assessment practices should focus on the genre-features of “argument” rather than just the stages of the argumentative essay.

This piece is original because genre-based research is missing from much of the social studies education research. This study's findings present an additional paradigm through which social studies teachers and teacher leaders can explore the purposes of historical writing tasks and assessment.

Project management skills are important for today’s engineers, as they get involved in various project-based employment roles. The purpose of this paper is to discuss a learning model to provide project management knowledge through scaffolding and project-based learning (PjBL) methods in the project engineering course.

This paper discusses a generic learning model that includes how scaffolding and project-based methods are integrated to provide project management skills to the students. The paper uses the survey method to collect and analyze data on the applicability of the model.

Statistical analysis of the collected data shows that the respondents positively perceive the value of the learning model to gain project management knowledge and skills. The response shows that the model is useful not only to the current students but also the graduates who use project management skills in their employment.

The learning model can be used by the instructors to provide project management skills to undergraduate and graduate students from all education disciplines.

This paper focuses on the development of a unique learning model, and artifacts used by the students and the instructors for interactive learning and gaining skills on project management.

The study investigates the information-related challenges as well as the practices adopted by early-career researchers during transitions between roles and institutions. Its primary goal is to delve into how information behaviors serve as scaffolding during significant life shifts. Moreover, the research aims to provide actionable insights based on this scaffolding concept for individuals navigating transitions.

This preliminary and exploratory study took a phenomenological approach to examine the role of information seeking and personal information management (PIM) behaviors during life transitions. In-depth semi-structured interviews were held with 15 early-career researchers from various disciplines, who were about to finish their PhDs or had recently graduated.

By employing information seeking and PIM practices, participants were able to address three main information challenges that arose during the transition process: the timing of information behavior, the nature of information and the social components of the transition. The use of networked and independent information seeking/validation practices enabled to establish a sustainable network of transition-related information, reducing uncertainty. PIM practices helped planning the transition, maintaining information over the long-term and gaining control over personal information.

This study underscores the significance of information behaviors, encompassing both information seeking and PIM, as scaffolding mechanisms during crucial life transitions. It offers essential insights that can guide the creation of impactful interventions and resources. Additionally, the research illuminates the pressing demand for more in-depth exploration in this domain.

In a programming course, students often need tutors' assistance to complete learning activities, as they lack enough background knowledge to complete tasks. A further problem is that without individual tutoring, the knowledge gap between students increases. Therefore, the authors have proposed an instant response learning supplement tool (IRLST) to support students' learning, in order to facilitate students' independent problem-solving skills.

The authors divided the students into two groups according to their learning styles: verbal and visual. The IRLST was used to collect and analyze the information on their usage and provide supplementary resources to facilitate their learning. The proposed system also analyzed the student usage, background knowledge and exam scores to assess their academic performance.

According to the results of statistical analysis, students' learning performance improved significantly, especially low-scoring students. Moreover, as compiler messages were not recognized, students tended to identify the same problems. Thus, it is suggested that teachers not only should focus on improving the students' syntax but also strengthening their background knowledge and debugging skills.

There are two main limitations in this study: (1) as most of the students were in the visual learning group, the size of the groups was impacted, thus it was not possible to establish a control group; (2) one specific version of the IRLST system did not send reliable advice or supplementary content occasionally.

The IRLST developed in this study can be used to provide immediate supplementary resources to help students overcoming programming problems and developing problem-solving skills.