The purpose of the study is to explore the effectiveness of reverse engineering pedagogy (REP) and forward project-based pedagogy (FPP) in K-12 robotics education. A two-stage study was conducted in two secondary schools, involving a total of 169 students. Based on the experience of the pilot study (Study 1), we refined the REP and examined its effectiveness through a quasi-experimental design in the formal study (Study 2), which included four teaching models: the Deconstruction Recovery Model, Troubleshooting Model, Element Minitrim Model, and Structural Innovation Model. Results indicated that students in the REP group performed significantly better and perceived a higher degree of compatibility and creative self-efficacy than those in the FPP group, which is consistent with the final robotics product evaluation. However, no significant difference was found in the learning attitude towards the course. The research findings highlight the value of REP in robotics education, especially in cultivating creativity and enhance learning performance, however, it needs reasonable planning and design.

中文翻译：

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研究逆向工程教学法在 K-12 机器人教育中的作用

本研究的目的是探索逆向工程教学法 (REP) 和正向项目教学法 (FPP) 在 K-12 机器人教育中的有效性。在两所中学进行了一项两阶段的研究，共涉及 169 名学生。基于试点研究（研究 1）的经验，我们在正式研究（研究 2）中通过准实验设计改进了 REP 并检验了其有效性，其中包括四种教学模型：解构恢复模型、故障排除模型、 Element Minitrim 模型和结构创新模型。结果表明，REP 组学生的表现明显优于 FPP 组，这与最终的机器人产品评估结果一致。然而，对课程的学习态度没有发现显着差异。研究结果突出了REP在机器人教育中的价值，尤其是在培养创造力和提高学习成绩方面的价值，但需要合理的规划和设计。