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Abstract
This research explores the initial mental models and conceptual perceptions of middle school fifth-grade students regarding the concepts of "engineer" and "engineering" using a phenomenological approach. The study group consists of 16 students from a socioeconomically disadvantaged region who had not previously received formal training in STEM, 3D design, or robotics. Data were collected through semi-structured interviews and "Draw-an-Engineer" tasks. Content analysis revealed that students primarily perceive engineering as a product-oriented profession centered on construction and repair, rather than a systematic cognitive problem-solving process. These findings highlight the prevalence of stereotypical images and the need for conceptual bridge-building before implementing formal engineering activities in science education.
