The effect of reverse engineering practices supported by Cort thinking program on 6th grade students' achievements in material and heat units, their scientific creativity and the self-regulation strategies used in problem solving

Objective: This study aimed to investigate the effects of reverse engineering applications supported by the Cort thinking program on the achievement of 6th grade students in the matter and heat unit, their views on reverse engineering, their scientific creativity and the self-regulation strategies they use in problem solving. Material and Methods: The study group consists of 6th grade middle school students studying in the 2022-2023 academic year. The data of the study were obtained by quantitative methods. Quantitative data were collected using the "Self-regulation Strategies Used in Problem Solving Scale" developed by Çalışkan and Selçuk (2010), the "Scientific Creativity Scale" developed by Adey and Hu (2002) and adapted to Turkish by Aktamış (2007), the "6th Grade Matter and Heat Unit Achievement Test" developed by Kaplan, Bektaş and Karaca, and the "Opinion Towards Reverse Engineering Scale (TMYGO)" developed by the researcher. Results: As a result of the analysis of the research data, it was determined that reverse engineering applications supported by the Cort thinking program had a positive effect on the achievement of 6th grade secondary school students in the matter and heat unit, their views on reverse engineering, their scientific creativity and the self-regulation strategies they used in problem solving. Conclusion: In this study, it was concluded that integrating reverse engineering applications into the science curriculum would be beneficial for students in many ways. Key Words: Cort thinking program, Reverse engineering, Scientific creativity, Self-regulation strategies used in problem solving.