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It examines constraints such as crowded curricula, difficulty adding new content, and limited budgets. The paper contrasts problembased learning with engineering-based learning, arguing that EBL preserves PBL’s hands-on, open-ended problem-solving spirit while providing a structured engineering design process. The discussion outlines EDP-based classroom use to systematize student engagement and problem resolution.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":30,"@type":76,"position":81},"https://docshare.wps.com/document/technology/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/deploying-engineering-based-learning-in-high-school-students-stem-learning/592823/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/deploying-engineering-based-learning-in-high-school-students-stem-learning/592823.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why does traditional STEM teaching struggle with high school students?","Question",{"text":111,"@type":112},"Traditional approaches rely heavily on lectures and textbook-style problem solving, which fail to sustain interest. Students often engage more with electronic tools than with abstract concepts, reducing motivation for STEM learning.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What challenges do schools face when trying to adopt hands-on STEM instruction?",{"text":116,"@type":112},"Schools face crowded curricula with no room for new courses, difficulty adding content to existing courses, and tight budgets that limit materials and supplies for student projects.",{"name":118,"@type":109,"acceptedAnswer":119},"How does engineering-based learning (EBL) differ from problembased learning (PBL)?",{"text":120,"@type":112},"EBL shares PBL’s hands-on, open-ended problem focus, but it is rooted in engineering design and uses the structured engineering design process. This structure supports systematic classroom implementation in STEM settings.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},592823,1792075785,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":29,"category_name":30,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Athens Journal of Education-Volume 7, Issue 3, July 2020 – Pages 255-272  \nDeploying Engineering-Based Learning in High School Students STEM Learning  \nBy Abe Zeid􀀍  \nTeaching STEM concepts to today’s high school students has been challenging.  \nSpan of attention is short. Students are glued to their electronic devices. They cannot appreciate the abstract method of teaching, meaning covering concepts followed by solving problems from a textbook. Research has shown that students become excited and motivated to learn STEM abstract concepts when they are related to their daily lives as applied to products and devices.  \nAcknowledging this research finding, the question is how to change the traditional high school teaching approach to incorporate hands-on problem solving? Before we answer this question, we must bear in mind the many academic school year challenges and constraints. First, the curriculum is jammed. There is no room to add new courses. Second, it is hard to add new content to courses. Teachers must prepare students to take mandated standardized tests. Third, schools operate on tight budgets, making it hard to buy materials and supplies for student projects. One common teaching method that overcome these challenges and allow students hands-on experience is problembased learning (PBL). A teacher using PBL assigns the students in class an open-ended problem that focuses on some STEM concepts. Students research the problem and solve it. The main advantage of PBL is that it helps students solve open-ended problems. It allows a teacher to assign a class an ill-defined problem to solve using STEM concepts. Typically, there is no one solution to such kind of a problem, unlike a science-based problem that has only one closed-form solution. The author has conceived, implemented, and tested an alternative method for PBL. It is EBL; engineering-based learning. EBL has the same spirit as PBL but it has its roots in engineering design. It is the structural nature of EBL that makes it easy and systematic to use in STEM classrooms.  \nThe structure is based on the well-known engineering design process. The paper discusses EBL in more details.  \nKeywords: Engineering-based Learning (EBL), Engineering Design Process (EDP), Open-ended problems, STEM.  \nIntroduction  \nSTEM (Science, technology, Engineering, Mathematics) subjects have been traditionally hard to teach to school students in all grades. The traditional method of instructions is as follows. Teachers develop their lesson plans. They use a textbook. They deliver the lecture in class to students. They solve examples in the classroom and assign problems from the back of the textbook.  \nThis model of teaching has eroded over time and is very much ineffective in  \n􀀍Professor and Director, CAD/CAM Program, MIE Department, Northeastern University, USA.  \n[https://doi.org/10.30958/aje.7-3-2](https://doi.org/10.30958/aje.7-3-2) doi=10.30958/aje.7-3-2  \nVol. 7, No. 3 Zeid: Deploying Engineering-Based Learning  \ntodays learning, due to many reasons. Today’s students grow in different environments and use different daily tools and technologies that were not available decades ago. Electronic tools from computers to cell phones have forged students to use the tools more than thinking about them. Thus, we need to develop new pedagogical methods that fit the learning styles of the students to entice them to pursue STEM careers.  \nCurrent STEM teaching methodologies are shown to be ineffective in sustaining long-term interest among school students since they focus on memorizing the theory without providing enough technical integration with realworld applications. A possible solution to alleviate traditional lecture-based approaches is through real-world design challenges.  \nOne method that gained popularity for STEM teaching is PBL. PBL is defined as group learning method to solve challenging problems and had emerged as an incremental innovation in teaching pedagogy that past research has exte","cbCaijssCToXIAY3","https://ap.wps.com/l/cbCaijssCToXIAY3","pdf",430452,17,"English","# Introduction\n# Literature Review\n# Engineering Design Process (EDP)","[{\"question\":\"Why does traditional STEM teaching struggle with high school students?\",\"answer\":\"Traditional approaches rely heavily on lectures and textbook-style problem solving, which fail to sustain interest. Students often engage more with electronic tools than with abstract concepts, reducing motivation for STEM learning.\"},{\"question\":\"What challenges do schools face when trying to adopt hands-on STEM instruction?\",\"answer\":\"Schools face crowded curricula with no room for new courses, difficulty adding content to existing courses, and tight budgets that limit materials and supplies for student projects.\"},{\"question\":\"How does engineering-based learning (EBL) differ from problembased learning (PBL)?\",\"answer\":\"EBL shares PBL’s hands-on, open-ended problem focus, but it is rooted in engineering design and uses the structured engineering design process. This structure supports systematic classroom implementation in STEM settings.\"}]","Deploying Engineering-Based Learning in High School Students - STEM Learning | PDF",43]