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. Howe

SUBMITTER: Zhong B 

PROVIDER: S-EPMC10825344 | biostudies-literature | 2024 Jan

REPOSITORIES: biostudies-literature