Effects of reverse engineering pedagogy on students’ learning performance in STEM education: The bridge-design project as an example
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 Enginee...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2024-01-01
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| Series: | Heliyon |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844024003098 |
| _version_ | 1797328637230317568 |
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| author | Baichang Zhong Xiaofan Liu Xinwei Li |
| author_facet | Baichang Zhong Xiaofan Liu Xinwei Li |
| author_sort | Baichang Zhong |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-08T06:55:31Z |
| format | Article |
| id | doaj.art-03150833360d4e2abced9b405766addd |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-03-08T06:55:31Z |
| publishDate | 2024-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-03150833360d4e2abced9b405766addd2024-02-03T06:36:48ZengElsevierHeliyon2405-84402024-01-01102e24278Effects of reverse engineering pedagogy on students’ learning performance in STEM education: The bridge-design project as an exampleBaichang Zhong0Xiaofan Liu1Xinwei Li2School of Information Technology in Education, South China Normal University, No.55, West of Zhongshan Avenue, Guangzhou 510631, China; Corresponding author.School of Information Technology in Education, South China Normal University, No.55, West of Zhongshan Avenue, Guangzhou 510631, ChinaMinistry of Secondary Vocational Education, Guangdong Open University (Guangdong Polytechnic Institute), No.162, Yunquan Road, Guangzhou, 510000, China; Corresponding author.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.http://www.sciencedirect.com/science/article/pii/S2405844024003098Bridge-design courseEngineering designProject‐based learningReverse engineering pedagogySTEM education |
| spellingShingle | Baichang Zhong Xiaofan Liu Xinwei Li Effects of reverse engineering pedagogy on students’ learning performance in STEM education: The bridge-design project as an example Heliyon Bridge-design course Engineering design Project‐based learning Reverse engineering pedagogy STEM education |
| title | Effects of reverse engineering pedagogy on students’ learning performance in STEM education: The bridge-design project as an example |
| title_full | Effects of reverse engineering pedagogy on students’ learning performance in STEM education: The bridge-design project as an example |
| title_fullStr | Effects of reverse engineering pedagogy on students’ learning performance in STEM education: The bridge-design project as an example |
| title_full_unstemmed | Effects of reverse engineering pedagogy on students’ learning performance in STEM education: The bridge-design project as an example |
| title_short | Effects of reverse engineering pedagogy on students’ learning performance in STEM education: The bridge-design project as an example |
| title_sort | effects of reverse engineering pedagogy on students learning performance in stem education the bridge design project as an example |
| topic | Bridge-design course Engineering design Project‐based learning Reverse engineering pedagogy STEM education |
| url | http://www.sciencedirect.com/science/article/pii/S2405844024003098 |
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