Engineering-based learning could bring integrated STEM issues to everyday life through a design process based on a group problem-solving approach. In this study, high school students participated in a mouse-Trap car project that focused on engineering-based STEM learning. A qualitative approach was used to examine how STEM-related subjects were applied by students while they created design sketches and prototypes. Data were gathered through the documenting of student workbooks, direct observations of 28 students in class, and audio and video recordings of those observations. During the prototype design and development phase, the students focused on scientific concepts related to wheel friction and aerodynamics. By modifying the car's structure, adding rubber bands to the wheels to increase friction, and strengthening the force on the levers and rope reels, the students showed their abilities to improve the design. This study demonstrates how practical STEM learning activities such as engineering challenges help students integrate science and math topics in a systematic problem-solving process. © 2023 IEEE.
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