Scientific and Engineering Design Practices- Part 2

Asking Questions and defining problems

Science often involves the construction and use of models and simulations to help develop explanations about natural phenomena. Models make it possible to go beyond the observable and simulate a world not yet seen. Models enable predictions of the form "if...then...therefore" to be made in order to test a hypothesis. Additionally, I usually emphasize to students that tons of materials and models are already created and published. What you are doing is common knowledge and you don't what to reinvent the wheel.

However, developing, sketching, and tracing over existing models is perfectly okay as it helps students develop a visual rhythm, visual awareness, conceptual understanding of Aesthetics, Form, Function, and useful purpose in order to explain existing phenomena.

Engineering Design begins with a problem that needs to be solved, such as " How can we reduce the nation's dependence on fossil fuels? or "What can be done to reduce a particular disease? or " How can we improve the fuel efficiency of automobiles? A basic practice of engineers is to empathize with problems with a problem-focus, solution-focus mindset, by developing ideas, success criteria, designing and create then evaluating the solution.

In conclusion, Engineering Design can be incorporated into Physical Science, Life Science, and Earth and Space Sciences through a problem-focus, solution-focus. Students should be taught how to think and problem-solve skills.

Let's change the way science is taught by incorporating Design Technology through Engineering Design as transdisciplinary skills across the sciences whilst unpacking traditional science content through empathizing.

In my next article, I will explain how we can unpack traditional science content by empathizing with a problem.

_______________________________

Bybee, Rodger W. “Scientific and Engineering Practices in K—12 Classrooms: Understanding A Framework for K—12 Science Education.” Science Scope, vol. 35, no. 4, National Science Teachers Association, 2011, pp. 6–13, https://www.jstor.org/stable/43746867.