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Astronomy combines the richness and complexity of science and mathematics and captivates the public imagination. While much of astronomy is presented as imagery, many individuals can benefit from alternative methods of presentation such as tactile resources. Within the suite of methods and technologies we employ, we explored the utility of 3D printing to translate astronomical research data and models into tactile, textured forms. As ground work for our program, the STEM Career Exploration Lab (STEM-CEL), we extensively tested the 3D design, developed unique templates for 3D prints, and subsequently incorporated these materials into publicly accessible programs and more formally into in summer camps specifically for students including those with blindness and visual impairment (B/VI) and their educators. This paper traces the important steps of public testing to ensure our 3D prints are robust, understandable, and represent the scientific research data and models with integrity. Our initial testbed program also included a STEM camp project where we assessed students' and educators' interactions with the materials. We determined the 3D prints do stimulate interest in science as well 3D printing technology. The successful pilot testing outcome was integrated in our strategy for our more ambitious program, the STEM-CEL. In this paper, we also briefly discuss the results of the initial testing as well as some specific results from the STEM-CEL regarding our 3D prints for star clusters and galaxies. We used pre- and post-intervention surveys, astronomy assessments, and student and educator interviews, resulting in what is likely the largest research study on astronomy especially for students with B/VI. We found that the experience of holding a planet, the Sun, a star cluster, or a model of a galaxy resonates well with even the most casual interest in astronomy. 

While 3D printing may be a promising tool for making Science, Technology, Engineering, and Mathematics (STEM) education more accessible for students with visual impairments, most research centers on creating and using tactile models and braille, rather than direct student use of 3D printing technologies. This study observed 121 high school studentswith visual impairments across twelve states, examining whether and how students with visual impairments engage in scientific and engineering practices during their assembling of a 3D printer. We found that students exhibited all eight of the science and engineering behaviors defined in the National Research Council's A Framework for K-12 Science Education:Practices, Crosscutting Concepts, and Core Ideas. This study builds upon the work of Hilson and Wild and shows that students with visual impairments, when given the opportunity, can demonstrate scientific and engineering process skills just as their sighted peers do. This is the largest sample of students with visual impairments to date to be observed to document their work and behaviors in this area of STEM research. However, further research is needed to examine science and engineering behaviors of students with visual impairments in other STEM areas and while completing other complex STEM tasks. 

3D printing holds promise for students with blindness/visual impairments (B/VI) in addressing astronomy content, concept development, and providing access to information normally displayed visually. To bolster astronomy and STEM opportunities for students with B/VI, we developed the Career Exploration Lab (CEL), which employs tactile astronomy instruction via 3D printing and specially designed 3D-printed astronomy models. The students with B/VI assemble and use a desktop 3D printer. To date we have held ~20 week-long CEL summer camps in 12 states around the United States, serving a total of ~120 students with B/VI. Teachers of the Visually Impaired and STEM teachers attended an Educator Partner Institutes (EPIs) to experience the astronomy lessons and 3D models. 34 educators from 11 states have participated and assisted with our CEL summer camps. We gathered pre- and post-intervention data via surveys, astronomy assessments, and interviews, resulting in what is likely the largest research study to date on astronomy and 3D printing instruction for students with B/VI. We present our CEL approach, a sample of our lessons and 3D models, insights learned, and best practices. Once fully tested and refined, we will make our 3D models and lessons freely available. We find 3D printing is useful in showcasing scientific data for understanding and appreciation of astronomy.