Integrating Engineering Design Process into After-Class STEM Learning in Secondary Education: A Case Study of Two Winning Groups

Learners’ engagement in the engineering design process allows them to develop problem-solving, communication, and other 21st century skills. However, there is a need for more research to explore how the engineering design process can be integrated into K-12 STEM education, particularly in the development of open-ended design products. In response, we conducted a case study to probe into what design activities students would experience when developing a prototype 2.0 (i.e., similar to a real product)and how they would perceive their learning experience. Analysis of student learning journals revealed that student sengaged in various activities such as planning, searching, making, and simulating. These activities offered students a comprehensive understanding of the engineering design process and stimulated their strong interest correspondingly. It is suggested that, in the course of STEM learning, more opportunities should be provided for empowering students to actualize design solutions and unleash their interest and potential in design.