Abstract

Objectives: This research aims to explore the role of practicing female high school students engineering design when learning physics, through an engineering challenge to design of an educational center based on daylighting, in developing students' engineering habits of mind. Methods: The qualitative method "case study approach" was employed, by using topological analysis of data collected through classroom dialogue recordings during the implementation of a physics teaching model based on engineering design, guided by scientific argumentation, and students' semi-structured interviews. Results: The findings revealed that practicing engineering design help student to develop the following engineering habits of mind: (Problem Identification, Visualization, Creativity in Problem-Solving, Adaptability, System Thinking), which enabled the students to control the accompanying variables and influencing factors. Conclusions: The study recommends focusing on engineering design guided by scientific argumentation by integrating it into physics curricula, as it plays a role in developing engineering habits of mind.