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<p>This study aims to analyze the impact of a reverse engineering education program on general high school students’ engineering attitudes and career motivation in science and engineering. The program was reviewed by experts to ensure its relevance and validity prior to implementation. The program, designed for students with no prior experience in engineering-related subjects, was implemented over ten sessions with 131 tenth-grade students at one high school in Gyeongbuk province. All sessions were facilitated by a single technology teacher. A one-group pretest-posttest design was employed to evaluate the effectiveness of the program, with 114 valid responses included in the final analysis. The results indicated statistically significant improvements across all sub-domains of engineering attitudes, including interest in engineering (t=-10.564, <i>p</i>&lt;.000), impacts of engineering (t=-8.235, <i>p</i>&lt;.000), engineering in school curriculum (t=-8.554, <i>p</i>&lt;.000), and perceptions of engineering career (t=-9.666, <i>p</i>&lt;.000). Similarly, positive changes were observed in all sub-domains of career motivations in science and engineering, including academic self-efficacy (t=-9.781, <i>p</i>&lt;.000), career interest (t=-7.355, <i>p</i>&lt;.000), and career motivation (t=-9.499, <i>p</i>&lt;.000). Notably, the program significantly enhanced students’ preference for technology subjects, even among those who initially showed little interest in science and engineering careers, suggesting its effectiveness of students not oriented toward science and engineering fields. Analysis of open-ended responses indicated that students recognized the close connection between engineering and everyday life, which contributed to increased interest and enthusiasm for the field. In addition, the program supported students in clarifying their career aspirations and reducing negative stereotypes about engineering. These findings indicate that the reverse engineering education program effectively enhances students’ engineering thinking skills, STEM career exploration abilities, and positive attitudes toward engineering and technology. Future research should focus on developing customized reverse engineering programs adapted to diverse regions and learning levels and on assessing their long-term impacts. Additionally, strengthening teachers’ professional expertise and providing support systems for program implementation will be crucial in promoting broader and more effective engineering education in schools.</p>

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Effect of reverse engineering program on engineering attitude and stem career motivation of high school students in republic of Korea

  • 期刊论文

  • 发表日期：

    2026年3月9日

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  • Hyemin Kim,
  • Yubin Lee,
  • Hyuksoo Kwon

摘要

This study aims to analyze the impact of a reverse engineering education program on general high school students’ engineering attitudes and career motivation in science and engineering. The program was reviewed by experts to ensure its relevance and validity prior to implementation. The program, designed for students with no prior experience in engineering-related subjects, was implemented over ten sessions with 131 tenth-grade students at one high school in Gyeongbuk province. All sessions were facilitated by a single technology teacher. A one-group pretest-posttest design was employed to evaluate the effectiveness of the program, with 114 valid responses included in the final analysis. The results indicated statistically significant improvements across all sub-domains of engineering attitudes, including interest in engineering (t=-10.564, p<.000), impacts of engineering (t=-8.235, p<.000), engineering in school curriculum (t=-8.554, p<.000), and perceptions of engineering career (t=-9.666, p<.000). Similarly, positive changes were observed in all sub-domains of career motivations in science and engineering, including academic self-efficacy (t=-9.781, p<.000), career interest (t=-7.355, p<.000), and career motivation (t=-9.499, p<.000). Notably, the program significantly enhanced students’ preference for technology subjects, even among those who initially showed little interest in science and engineering careers, suggesting its effectiveness of students not oriented toward science and engineering fields. Analysis of open-ended responses indicated that students recognized the close connection between engineering and everyday life, which contributed to increased interest and enthusiasm for the field. In addition, the program supported students in clarifying their career aspirations and reducing negative stereotypes about engineering. These findings indicate that the reverse engineering education program effectively enhances students’ engineering thinking skills, STEM career exploration abilities, and positive attitudes toward engineering and technology. Future research should focus on developing customized reverse engineering programs adapted to diverse regions and learning levels and on assessing their long-term impacts. Additionally, strengthening teachers’ professional expertise and providing support systems for program implementation will be crucial in promoting broader and more effective engineering education in schools.