How can you construct explanations and design solutions in the Learning and innovation spaces?

For too long science education is going through a repetitive cycle of theory, laws, explanations, and experimentations. As educators, we need to initiate and continue a paradigm shift in the way we construct theories, that provides explanations of the account of the material world.

A theory becomes accepted when it has multiple independent lines of empirical evidence with greater explanatory power with spans a breath of phenomena. Offering explanations for phenomena should not only stop here in the k12 classrooms but seek out opportunities for problem-focus, solution-focus, and opportunities for design as an interdisciplinary approach to offering explanations to phenomena.

The goal of Design/engineering design as an interdisciplinary integration into the core sciences provides a system solution to problems that are based on the scientific knowledge and models of the material world. Models can be either conceptual, simulations, or functional. Any of the proposed solutions resulted from balancing competing criteria of the desired Aesthetics, Cost, Client, Environment, safety, manufacturing sequence, and functionality.

I conclude by saying that offering explanations for phenomena should be done through interdisciplinary approaches.