How did they carry out the best practice?
This practice was conducted to evaluate the learning experience of (13-16) year’s female
students from a privet Jordanian school that adapted the engineering-based model Massachusetts
(2016) in STEM courses. A total of 549 of (13-16) year’s female students started taking specific
units of approximately one-month integrated STEM courses. This made them engaged in
designing and building different prototypes as well as resolving higher order thinking questions
relates to problem-solving activities. Students’ responses on the UTAUT survey, and their
teachers’ opinions on implementing this practice through open-ended questions, revealed that the
practice brought awareness to the school students of their potential as problem solvers, thinkers,
creators, and collaborators. Students were able to simultaneously broaden their boundaries in
knowledge and competency even though they experienced difficulties in tackling challenges
associated with STEM activities. Findings suggested that the Integration of engineering design in
teaching STEM practice can be applied as a means to increase the motivation towards learning
STEM topics in addition to enhancing creativity, problem-solving skills, and thinking skills
among (13-16) year’s female students.