Reverse Engineering Pedagogy as an Educational Tool to Promote Symbiosis between Design and Physics

Tan, Dunlin; Cheah, Chin Wei; Lee, Chee Huei

doi:10.1109/tale52509.2021.9678692

Cited by 9 publications

(7 citation statements)

References 18 publications

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“…For example, Ladachart et al ( 2022 ) explored the role of REP in deepening students’ understanding of scientific concepts compared with design-based learning. Moreover, previous studies found that REP could develop students’ algorithmic thinking, problem-solving, and creativity ( Abdüsselam et al 2022 ; Grantham et al 2010 ; Klimek et al 2011 ; Tan et al 2021 ). According to the definition of ISTE ( 2015 ), CT is a subset of skills including creativity, cooperativity, algorithmic thinking, critical thinking, and problem-solving.…”

Section: Introductionmentioning

confidence: 95%

Effect of Reverse Engineering Pedagogy on Primary School Students’ Computational Thinking Skills in STEM Learning Activities

et al. 2023

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Computational thinking (CT) is important for students because it is one of the 21st century’s skills. Reverse engineering pedagogy (REP) can improve students’ CT due to its ability to develop students’ cooperativity, algorithmic thinking, creativity, and problem-solving in discipline education. Thus, this study aimed to explore the effect of REP on primary school students’ CT skills in STEM learning activities. A total of 101 fifth graders in a primary school participated in the study for one semester (16 weeks), including 51 students in the experimental group (EG) with REP, and 50 students in the control group (CG) with the demonstration method (DM). The computational thinking scale (CTS) was used to measure the CT skills of students in the pretest and posttest. The Wilcoxon signed-rank test and the Mann-Whitney U test were used to analyze the data. The results verified that REP had a fine effect on the improvement of students’ CT skills compared to the DM. The findings can provide some ideas for researchers to develop students’ CT skills in STEM learning activities. Teachers can use different teaching methods to reasonably arrange teaching activities to develop primary school students’ CT skills.

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Section: Introductionmentioning

confidence: 95%

Effect of Reverse Engineering Pedagogy on Primary School Students’ Computational Thinking Skills in STEM Learning Activities

et al. 2023

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“…Assessment procedures help students better understand the educational steps. The observable action provides evidence of achieving the task, thus maximizing the usefulness of the assessment procedure in teaching interventions [28,29].…”

Section: Assessment Of the Educational Processmentioning

confidence: 99%

Application and Assessment of an Experiential Deformation Approach as a Didactive Tool of Truss Structures in Architectural Engineering

Voutetaki

2024

Education Sciences

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Experiential learning methods are advantageous for students as they motivate them to comprehend structural concepts without complex calculations, enhancing their inherent understanding of static principles. This research introduces a novel, cost-effective haptic didactic tool to enhance the approach to teaching trusses to students in a School of Architecture. The primary goal is to address challenges associated with the complexities of teaching structural systems within the context of architectural education. The proposed approach is related to the most critical issue, which is the state in which the individual elements are under applied load, compression, or tension. The approach explores the deformation of the truss elements and establishes a connection between their visible deformation and the stress they develop under various loads. As a didactic tool, this approach offers an alternative perspective to help students understand truss function under various loads. Also, an assessment procedure of learning outcomes and satisfaction indices has been structured to validate the impact on students on the proposed educational procedure. The findings underscore the significant educational efficiency of the proposed procedure as a sustainable way to connect the structural engineering challenges arising during design courses and creative skills in architecture engineering.

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“…Students face intense academic pressure to perform well in exams, which may inhibit them from actually learning engineering processes, as they may be more focused on memorizing information to achieve good exam scores. This may result in students being unable to apply the learned material in the future (Tan, 2021). Research has shown that failure can be used as a learning tool in STEM education, which can motivate students to find solutions (Svitak, 2014;Burley et al, 2016aBurley et al, , 2016bYoungblood et al, 2016).…”

Section: Purpose Of the Studymentioning

confidence: 99%

“…Furthermore, the current engineering education curriculum may not adequately equip students with the necessary skills to face the ever-changing nature of the 21st century (Pee & Leong, 2006). Currently, the workforce demands individuals possess multidisciplinary knowledge and both hard and soft skills, such as communication (Tan, 2021). Thus, the usual methods of teaching and learning may be inadequate to properly equip students with the skills needed in the workforce.…”

Section: Purpose Of the Studymentioning

confidence: 99%

“…Thus, the usual methods of teaching and learning may be inadequate to properly equip students with the skills needed in the workforce. Students must instead embrace a new form of learning in which they gain knowledge and learn to apply information and concepts from different perspectives (Tan, 2021). Consequently, Telenko et al (2015), Kazerounian & Foley (2007), and Klukken, Parsons, & Columbus (1997) have found that this new form of learning requires a curriculum that applies problem-focused, project-based, and design-centric education.…”

Section: Purpose Of the Studymentioning

confidence: 99%

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An Initial Investigation of Funds of Knowledge for First-Generation and Continuing-Generation Engineering Students in Singapore

Yeter,

Fong

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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This initial study investigates the various sources of knowledge that may influence first-generation and continuing-generation college students in Singapore's engineering learning. College students' learning of engineering may be influenced by their families, communities, and work and school-related acquaintances sharing knowledge and skills. The purpose of this study is to determine how, and which sources of knowledge can assist a firstgeneration university student in adapting to the engineering course, seeking assistance from peers and those around them, and applying skills learned in the industrial aspect. This study employs a validated survey based on the ten latent constructs: tinkering knowledge from home and work, connecting experiences, networks from family members, college friends, colleagues, and neighborhood friends, perspective taking, reading people, and mediating capability. The survey also included the constructs of engineering performance and competence beliefs. A quantitative research method was then used to analyze the data. The study's findings aim to gain a more comprehensive understanding of how engineering students learn, allowing educators to use this knowledge to improve teaching methodologies and materials to provide better learning experiences for engineering students.

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Reverse Engineering Pedagogy as an Educational Tool to Promote Symbiosis between Design and Physics

Cited by 9 publications

References 18 publications

Effect of Reverse Engineering Pedagogy on Primary School Students’ Computational Thinking Skills in STEM Learning Activities

Effect of Reverse Engineering Pedagogy on Primary School Students’ Computational Thinking Skills in STEM Learning Activities

Application and Assessment of an Experiential Deformation Approach as a Didactive Tool of Truss Structures in Architectural Engineering

An Initial Investigation of Funds of Knowledge for First-Generation and Continuing-Generation Engineering Students in Singapore

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