Effects of reverse engineering pedagogy on students’ learning performance in STEM education: The bridge-design project as an example

Abstract

In K-12 STEM education, engineering design is emphasized, as demonstrated by the bridge-design project. Due to the iterative nature of engineering design, engineering practice is frequently complicated and requires pedagogical guidance. As an emerging pedagogy in STEM education, REP (Reverse Engineering Pedagogy) is showing, but not enough, some benefits in several cases. This paper aims to explore the effects of REP in a bridge-design course. A comparison experiment, REP versus PBL (Project-Based Learning), was conducted by randomly forming two groups of fourth-grade students from a primary school in China. Results indicated that REP was more advantageous than PBL in terms of decreasing students' cognitive load, boosting their scientific knowledge level and engineering design skills. However, REP and PBL have the same effect on the students’ learning attitude and engagement. The key findings, possible reasons, and suggestions for practice are also discussed. © 2024 The Authors

Keywords

Author Keywords

STEM education Bridge-design course Engineering design Project‐based learning Reverse engineering pedagogy

Index Keywords

Author Affiliations

School of Information Technology in Education, South China Normal University, Guangzhou, Guangdong, China

Ministry of Secondary Vocational Education, The Open University of Guangdong, Guangzhou, China

Funding & Acknowledgements

National Office for Philosophy and Social Sciences, NPOPSS

Grant: BCA220219

This study is funded by the General Project for Education from National Social Science Fund of China (Study on 4C Teaching Model for Cultivating Students\u2019 Interdisciplinary Creativity, Grant Number: BCA220219 ).

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Effects of reverse engineering pedagogy on students’ learning performance in STEM education: The bridge-design project as an example

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