18 Optimizing Cross-Disciplinary Innovation: Integrating Design, Science, and Engineering Perspectives

Abstract

Traditional disciplinary silos often limit the scope of educational innovation, creating a gap between theoretical knowledge and practical application in real-world problem-solving. This study addresses the critical need for fostering interdisciplinary competencies among pre-service educators, particularly in integrating design thinking and engineering practices into science education. We propose a novel pedagogical framework that leverages computational modeling and iterative prototyping to bridge this gap, moving beyond conventional additive approaches to interdisciplinary learning. Through a mixed-methods approach, including quantitative analysis of student project outcomes and qualitative assessment of design process logs, we demonstrate the significant impact of this framework on enhancing pre-service teachers\' abilities to develop integrated instructional units. Our findings indicate a marked improvement in both the depth of scientific inquiry and the sophistication of engineering design solutions, suggesting that a structured, computationally-supported integration of design thinking and engineering practices can cultivate robust cross-disciplinary innovation competencies. This research provides a scalable model for teacher education programs seeking to equip future educators with the skills necessary to navigate and contribute to an increasingly complex and interconnected world, thereby fostering a new generation of scientifically literate and innovatively capable students.