Using Reverse Engineering to Enhance Ninth-Grade Students’ Understanding of Thermal Expansion

Ladachart, Luecha; Cholsin, Jaroonpong; Kwanpet, Sawanya; Teerapanpong, Ratree; Dessi, Alisza; Phuangsuwan, Laksanawan; Phothong, Wilawan

doi:10.1007/s10956-021-09940-1

Cited by 7 publications

(3 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Incorporating Engineering and Technology is quite distinctive of STEM and STEAM education, since these knowledge areas were commonly absent in the pre-college curriculum [49][50][51]. One point that unifies STEM/STEAM and sustainability is the significant role of engineering and technology professionals in pursuing solutions towards an ecologically resilient, socially just, and economically viable society [11].…”

Section: Stem/steam Educationmentioning

confidence: 99%

STEM/STEAM in Early Childhood Education for Sustainability (ECEfS): A Systematic Review

Rodrigues-Silva

Pastells

2023

Sustainability

View full text Add to dashboard Cite

We sought to explore the intersection between interdisciplinary STEM/STEAM educational approaches and Early Childhood Education for Sustainability (ECEfS). For that, we conducted a systematic review of Web of Science, Scopus, ERIC, and Scielo databases from 2007 to 2022 following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) commandments. The systematic search led to a list of 12 articles, and we analysed them through theoretical orientations, educational perspectives, and pictures of children’s nature. We found that most studies focus on sustainability’s environmental pillar and address the discipline of science more frequently. Additionally, the authors tend to assume a theoretical orientation on the need for connecting children to a sustainable issue and picture the Apollonian child—assuming children are essentially good and emerge with virtuous traits from this contact, such as environmental care. Accordingly, researchers usually propose experiential learning in environments or settings related to sustainability, while there is a lack of teaching STEM/STEAM knowledge and skills on sustainability or engaging children to act for sustainability. We verified that they frequently lose opportunities to explicitly discern STEM/STEAM knowledge areas and their intersections in moments that could benefit children’s learning.

show abstract

Section: Stem/steam Educationmentioning

confidence: 99%

STEM/STEAM in Early Childhood Education for Sustainability (ECEfS): A Systematic Review

Rodrigues-Silva

Pastells

2023

Sustainability

View full text Add to dashboard Cite

show abstract

“…Contrary to forward engineering which emphasizes the process from ideas to projects, RE starts from a complete project, goes through a series of measurement and analysis processes to obtain a virtual model, and emphasizes understanding and overall grasping of projects ( Zhong et al 2020 ). The design process of engineering has been considered as a teaching method that can be used to improve students’ problem-solving and CT skills ( Ehsan et al 2021 ; Ladachart et al 2022 ; Zhou et al 2017 ). RE can be traced back to 1992 as a teaching method.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Some researchers have explored the effect of REP on students’ skills. 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 ).…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2023

View full text Add to dashboard Cite

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.

show abstract

Examining disciplinary specificity of preservice mathematics and science teachers’ professional identities

Pulsawad,

Tong-on,

Ladachart

et al. 2024

Int J of Sci and Math Educ

View full text Add to dashboard Cite

Using Reverse Engineering to Enhance Ninth-Grade Students’ Understanding of Thermal Expansion

Cited by 7 publications

References 32 publications

STEM/STEAM in Early Childhood Education for Sustainability (ECEfS): A Systematic Review

STEM/STEAM in Early Childhood Education for Sustainability (ECEfS): A Systematic Review

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

Examining disciplinary specificity of preservice mathematics and science teachers’ professional identities

Contact Info

Product

Resources

About