根據108年所上路之十二年國民基本教育課程綱要中的科技領域，學生在綜合型普通高中階段，需以STEM專題式的課程學習工程設計的相關能力，而如今大部分的課程是以傳統正向工程為背景的方式進行，許多研究也以此為基礎進行教學上的改良。正向工程中，學生透過資料的蒐集來建立其設計產品的背景知識，資料正確性的判讀與能否有效的運用知識是學生所要面臨的問題。因此，本研究希望導入逆向工程的概念，讓學生能夠透過實際產品的分析與拆解，能夠更直接的了解產品內部的運作原理與零件結合方式，並探討是否使用逆向工程教學工程設計流程會使學生在學習成效與作品的創意表現上能有所差異，同時本研究也希望探究何種學習風格類型的學生，較為適合以逆向工程之模式學習工程設計。
本研究以台北市某高中2年級之兩班為研究對象實施教學實驗，教學實驗之工程設計目標為「無用盒」製作，將兩班級分為正向工程組（對照組）與逆向工程組（實驗組），對照組人數為28人，實驗組人數為24人，實施時長為7週14節課，共700分鐘，並在教學實驗前後發放工程設計知識問卷前後測與學習風格問卷，且針對期末成品進行創意矩陣分析，研究結果發現：(1)實驗組在工程設計知識的表現優於對照組。(2)創意表現上，作品原創程度對照組的表現優於實驗組；作品邏輯性與品質實驗組表現優於對照組。(3)學習風格中，訊息處理面向屬於主動型、感知面向屬於感受型與理解面向屬於循序型的學生，在逆向工程中的表現會更好。(4)在學習單中所展現之工程設計流程學習表現，實驗組的表現優於對照組。根據上述結果，逆向工程對於學生學習工程設計是有幫助的，希冀未來科技領域之工程設計課程，能汲取逆向工程中獲取知識全面的優點，與原正向工程課程相結合，發展出新的教學框架。

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