Promoting scientific literacy through integrated project-based learning and reverse engineering pedagogy

Abstract

This paper presents a project-based learning (PjBL)/science, technology, engineering, and mathematics (STEM)-based instructional model for eigth-grade school students that integrates reverse engineering exercises and explores energy use and its transformations. The instructional model was implemented in a public school in Brazil with students aged 13–14. The results suggest that this integration has the potential to promote meaningful learning and improve scientific literacy, as defined by PISA. Furthermore, the findings highlight how simple and adaptable the integration of PjBL/STEM-based and reverse engineering (RE) exercises can be in various school contexts.